M3 Montessori Science by Multisori

Making Montessori Mainstream
M3 by Multisori
COMPLETE MONTESSORI
HOMESCHOOLING CURRICULUM
www.multisori.com
Contents
03Introduction
10Geography
500
Language Arts
Phonics, 501
Reading, 756
Writing, 1466
1629
Mathematics
2168
Practical Life
2285
Science
2825
Sensorial
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Introduction
M3 by Multisori curriculum
is truly unique in its
approach to homeschooling.
It is Montessori aligned with a
child-centered approach to
learning, designed for
homeschooling parents who
choose to teach their
child(ren) from home or in a
pod, and offers ongoing
support from like-minded
parents around the world.
Buy One, Give One
At Multisori, we believe that

every child has the right to
high-quality, customizable
education.
That's why our mission is to
eradicate the achievement
gap in education by Making
Montessori Mainstream. It's
also why your purchase is
important: when you buy an
M3 product, we give one away
to a homeschooler in need.
How to Use
the Curriculum
Getting Started
The Practical Life subject area is the place to
begin for very young children or any child new
to Montessori at home because it quiets the
child's mind and sets the stage for a functional
homeschool experience. Work through Part 1 of
the Practical Life curriculum before introducing
anything else.
Moving Forward
When you see that your child's ability to focus
is growing, add sensorial and early math
activities. Let your child choose from a few pre-
selected works that you have identified as
developmentally appropriate. Follow the
presentation instructions on the activity cards.
Move slowly and allow time for repetition, if
desired.
How to Use
the Curriculum
Observation
Over time, add in activities based on your child's
interests. Observe and listen to find out what
those are. Use "I wonder...." questions to gauge
interest if you're not sure. Example: if she likes
animals, "I wonder what animals live in other
parts of the world."
Depth of Study
Ideally, your child will be exposed to everything
in the curriculum before age 7. Some topics will
be studied superficially, perhaps just by reading
the included mini-books. Others will be studied in
depth (mini-books, activities, 3 part cards, etc...).
Observe and determine the depth of study
based on your child's interests. *** It's ok to omit
some activities; this is part of following your
child. ***
How to Use
the Curriculum
Scope & Sequences

Use the simplified scope and sequences to gain
an understanding of the depth and breadth of
each subject area. Continually refer back to
determine what skills must precede others, but
don't let the structure of the scope and
sequence make you think that it must be
completed in order. Jumping around is normal
and probably means you're following your child.
Record Keeping
Use the record keeping rubrics to quickly and
easily keep track of where you've been and
where you're going. Begin by checking off
topics that were mastered prior to using M3 by
Multisori curriculum. Then, as you change out
materials in your environment, check off the
mastered topics simultaneously.
Join the Tribe
Thanks for joining the Multisori movement.
The last step for success is to join
our worldwide support group,
where help is always just a click away.
LET'S CONNECT ON SOCIAL
facebook.com/multisori instagram.com/
montessori_inspired_homeschool
The Fine Print

Do's & Don'ts
The term Multisori is trademarked. This, and all Multisori
documentation not available in the public domain are copyrighted.
Please Do Not:
- Share this or any other Multsori documentation or information.
Alter, edit or change the documentation or information in any way.
- Sell or loan the documentation or information in any way.
- Copy the documentation or information in any way.
Please Do:
- Join the Multisori Facebook group - it's free & provides ongoing
support along with a worldwide, supportive tribe of like-minded
homeschoolers.
- Tag your social media posts using our curriculum with #Multisori.
Feedback:
- If you are happy with your curriculum, please leave us a review on
Google.
- If you have any questions at all, please do not hesitate to reach out to
info@multisori.com.
www.multisori.com
M3 by Multisori
SCIENCE MONTESSORI
HOMESCHOOLING CURRICULUM
www.multisori.com
Recommended Supplies
M3 SCIENCE:
What You'll Need to Use This Resource:
Items Needed for Every Items Needed for this Items Needed for this Subject
M3 Subject Area: Subject Area: Area:
1. Laminator 1.Plastic Ziploc bags 1. Magnifying glass
2. Lamination sheets 2. Paint brushes 2. Inexpensive microscope
3. Cornstarch 3. Inexpensive binoculars
3. Scissors
4. Plastic containers 4. Construction paper
4. Straight edge cutting 5. Pots & pans 5. Glue sticks
tool 6. Thermometer 6. Cotton balls
5. Color printer 7. Water dropper 7. Flashlight
6. Color printer ink 8. Marbles 8. Rubber bands
9. Inexpensive shampoo 9. Handheld mirror
7. Printer paper
10. Inexpensive honey 10. Hanger
8. Crayons
11.Measuring cups 11. String
9. Markers 12. Towels & washcloths 12. Two small buckets
10. Pencils 13. Stopwatch 13. Salt
11. Scotch tape 14. Measuring tape 14. Pitcher
12. Stapler & staples 15. Race cars 15. Magnet
16. Styrofoam plates 16. Prism
17. Standard circuit kit 17. Milk
Click Here to Review 18. Celery 18. Expo markers
Optional Educational 19. Red, yellow and blue 19. Fruit
paints 20. Roots
Manipulatives & Tools
20. Food coloring 21. Small plant
Available on Amazon
21. Digital camera or phone
with camera
22. Stems & leaves
23. Child safe scissors
24. Large beans
25. Flowers
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The Fine Print

Do's & Don'ts
The term Multisori is trademarked. This, and all Multisori
documentation not available in the public domain are copyrighted.
Please Do Not:
- Share this or any other Multsori documentation or information.
Alter, edit or change the documentation or information in any way.
- Sell or loan the documentation or information in any way.
- Copy the documentation or information in any way.
Please Do:
- Join the Multisori Facebook group - it's free & provides ongoing
support along with a worldwide, supportive tribe of like-minded
homeschoolers.
- Tag your social media posts using our curriculum with #Multisori.
Feedback:
- If you are happy with your curriculum, please leave us a review on
Google.
- If you have any questions at all, please do not hesitate to reach out to
info@multisori.com.
www.multisori.com
PREPARING THE ENVIRONMENT
Print Laminate
Print only the materials that are Laminate only the materials that:
developmentally appropriate for your will be repeatedly used,
student(s). Print multiple copies for will only be functional if
subject areas in which your laminated (like puzzles), or
student(s) is/are in a sensitive period. you want to store for future use.
Retain the electronic files for future
use.
Organize Shelf
Gather printed materials, laminated Set up shelves based on subject
materials, workbooks, reading books area. Use trays arranged on secure
and educational products you shelving that is accessible by your
purchased for the study. Separate student(s) independently. Ensure
these items into groups based on that each tray contains all materials
subject area. required to complete the activity on
the tray (think about pencils,
erasers, markers, glue, daubers,
pom poms, dice, etc...) Prepare and
shelf the trays in an orderly and tidy
fashion.
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Science CURRICULUM RUBRIC

M3's science curriculum
1 Introduction to Physical offers over 500 pages of
Properties of Substances fun and interesting
Sorting: Natural or Manufactured, Hard or Soft, learning opportunities
Wood, Plastic or Metal, Color
designed for children
2 Physical Properties of Substances ages 3-6. You can use this
States of Matter, Mixtures & Suspensions, rubric to learn about the
Magnetism, Viscosity, Conservation of Volume, concepts and skills
Rigidity & Elasticity
taught in the science
3 Introduction & Exploration curriculum, and to
of Physical Principles determine an
appropriate starting
Friction, Static Electricity, Simple Circuits,
Bridges, Structural Integrity, Density & point and/or activities for
Buoyancy, Diffusion & Osmosis, Colors, Color your child(ren). Each of
Mixing, Refraction, Reflection & Shadows, Light,
Sound the headings listed to the
left is hyperlinked to the
corresponding materials
as a starting point for
easy navigation.
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4 Being a Scientist: offers over 500 pages of
Measuring & Instruments fun and interesting
Observing & Using a Magnifying Glass,
learning opportunities
Microscope & Binoculars, the Scientific Scale,
Rulers & Measuring Tapes, Scientific designed for children
Instruments ages 3-6. You can use this
5 rubric to learn about the

Being a Scientist:
concepts and skills
Observing & Recording
Describing Observations Verbally, Pictorially, in taught in the science
Writing, with Digital Media & Graphically curriculum, and to
determine an
6 Being a Scientist:
Conducting Investigations
point and/or activities for
Introduction to the Scientific Method, Forming a
Hypothesis, Making Observations, Collecting your child(ren). Each of
Data, Interpreting Results, & Making the headings listed to the
Conclusions
left is hyperlinked to the
corresponding materials
easy navigation.
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7 Exploring Nature offers over 500 pages of
Our Four Seasons, Collecting, Describing, fun and interesting
Sorting & Classifying Natural Materials
learning opportunities
8 Classification of Plants and designed for children
Animals ages 3-6. You can use this
Living & Non-Living, Kingdoms of Life; Plant, rubric to learn about the
Fungus or Animal, Major Groups of Plant
concepts and skills
Kingdom, Invertebrates & Vertebrates; Major
Groups of Vertebrates taught in the science
curriculum, and to
9 Introduction to Botany determine an
Plants, Flowers, Leaves, Leaf Shapes, Trees,
Fruits, Stems, Roots, Seeds, Introduction to Life
Cycles, Life Cycle of a Bean Plant point and/or activities for
your child(ren). Each of
10 Introduction to Zoology
the headings listed to the
External Body Parts of Vertebrates, Life Cycle
of a Butterfly, Life Cycle of a Frog, Life Cycle of left is hyperlinked to the
a Sea Turtle corresponding materials
easy navigation.
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M3 by Multisori Science Curriculum Assessment Rubric
Student Name:
Student DOB: Date Date
Started Completed
Introduction to Science
Sorting Natural or Manufactured
Introduction to Physical
PART 1 Sorting Hard or Soft
Properties of Substances
Sorting Wood, Plastic or Metal
Sorting Color
States of Matter
Mixtures & Suspensions
Physical Properties of Magnetism
PART 2
Substances Viscosity
Conservation of Volume
Rigidity & Elasticity
Friction
Static Electricity
Simple Circuits
Bridges
Structural Integrity
Density & Buoyancy
Introduction & Exploration
PART 3 Diffusion & Osmosis
of Physical Principles
Colors
Color Mixing
Refraction
Reflection & Shadows
Light
Sound
Observing & Using a Magnifying Glass
Being a Scientist: Microscope & Binoculars
PART 4 Measuring & The Scientific Scale
Instruments Rulers & Measuring Tapes
Scientific Instruments
Describing Observation Verbally
Describing Observation Pictorially
Being a Scientist:
PART 5 Describing Observation in Writing
Describing Observation with Digital Media
Describing Observation Graphically
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M3 by Multisori Science Curriculum Assessment Rubric
Student Name:
Student DOB: Date Date
Started Completed
Introduction to the Scientific Method
Forming a Hypothesis
Being a Scientist: Making Observations
PART 6
Conducting Investigations Collecting Data
Interpreting Results
Making Conclusions
Our Four Seasons
PART 7 Exploring Nature Collecting, Describing, Sorting & Classifying
Natural Materials
Living & Non-Living
Kingdoms of Life
Classification of Plants Plant, Fungus or Animal
PART 8
and Animals Major Groups of Plant Kingdom
Vertebrates & Invertebrates
Major Groups of Vertebrates
Plants
Flowers
Leaves
Leaf Shapes
Trees
PART 9 Introduction to Botany Fruits
Stems
Roots
Seeds
Introduction to Life Cycles
Life Cycle of a Bean Plant
External Body Parts of Vertebrates
Introduction to Life Cycle of a Butterfly
PART 10
Zoology Life Cycle of a Frog
Life Cycle of a Sea Turtle
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Science
PART 1
Introduction to Physical
Properties of Substances
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Geography
SCIENCE Ages 3-6
Supplies
What to do:
Needed: Tell your child(ren) that you are going to be
1. "Introduction to starting a new curriculum especially for learning
Science" mini- book, about science. Tell them it will include lots of fun
printed, laminated experiments! Then, read the mini-book. Enjoy
and trimmed the read, going slowly and re-reading as desired.
(attached)
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Why Multisori provides this material:
Children are born scientists. They enjoy seeing how things work
(observing), guessing what will happen if… (predicting), testing
out their hypotheses (experimenting) and figuring out why
things occur (interpreting). Young children learn best when they
are able to be involved - and the more senses the better! That's
why Multisori provides this book to supplement your study of
science - to give your students a wide variety of sensorial ways
to learn. This process helps children build self-confidence and
critical thinking skills.
Science is a huge area of study. Through the field of science, we
organize what we know and use experiments to learn more
1 about our universe and everything in it.
2 People who work in science are called scientists.

Scientists use a variety of special tools to do their work.
3 These tools are called scientific instruments.
There are many types of scientific instruments. But, they all

have one thing in common: they all allow scientists to observe
4 and gather data, or information.
Observing and gathering data are important parts of the
scientific method, which is the process scientists follow to solve
problems and answer questions. We will learn more about the
5 scientific process and conduct our own experiments very soon!
Scientists are curious people. They spend a lot of time

observing, asking questions, and conducting experiments to find
6 answers to questions like who, what, when, where, why and how.
What kinds of things do you have questions about? Would you
like to know how rainbows form, and why? Would you like learn
how lights work? Are you interested in building bridges? Do you
wonder how a caterpillar becomes a butterfly? All of these
questions will be answered as we study science and conduct
experiments together. Let's get started by sorting and
classifying a few key things to make sense of our world.
7
SCIENCE Ages 3-6
Introduction to Physical Properties of Substances: Sorting
Supplies
What to do:
Needed: Before You Begin: Print and laminate the sorting mats and cards so that you create
1. Sorting three distinct sets of sorting activities: 1) Natural vs Manufactured, 2) Hard vs Soft,
mats and 3) Wood vs Metal vs Plastic.
(attached) What to Do: Begin with the Natural vs. Manufactured activity. Say, "Today, we are
2. Sorting going to sort things based on whether they are natural or manufactured. Natural
cards means that it is found in nature and has not been made by humans, like plants,
(attached) rocks and water. Manufactured means that it is not normally found in nature and
has been processed or changed in some way by humans, like paper, clothing and
cell phones. Sometimes, manufactured things are referred to as man-made. Slowly
and deliberately, place the sorting mat in front of the student(s). Model picking up,
naming and placing one of the sorting cards appropriately. Invite your child(ren) to
continue independently. For younger learners, start with a small number of cards
and work your way up to more over time. When complete, give your child the control
card to check their work.
Repeat this process with Hard vs Soft and Wood vs Metal vs Plastic. Use the words
"sorting" and "classifying" to explain this process to your child(ren). Explain that
scientists sort and classify things in our world all the time.
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NATURAL MANUFACTURED
Natural vs Manufactured
Sorting Task Control Card
NATURAL MANUFACTURED
HARD SOFT
Hard vs Soft
HARD SOFT
WOOD METAL PLASTIC
bird houses rocking horse chair
train gears car
silverware French Horn cups
rubber ducks pool float legos

Wood vs Metal vs Plastic
WOOD METAL PLASTIC
SCIENCE Ages 4-6
Introduction to Physical Properties of Substances: Sorting
Supplies
What to do:
Needed: Before You Begin: Print and laminate the six color sorting word cards and
1. Color twenty-four color sorting object cards.
sorting
What to Do: Say, "Today, we are going to sort things based on color." For
word
younger children, start with only 2 or 3, then work your way up to all 6 colors.
cards
(attached) For older children, you may choose between 4 and 6 colors. Slowly and
2. Color deliberately, place each of the color sorting word cards at the top of the
sorting workspace, as shown:
object Red Orange Yellow Green Blue Purple
cards
Point to each word card and read aloud the name of the colors. Explain that the
(attached)
object cards should be placed underneath the correct color label. For younger
learners, start with a small number of object cards and work your way up to
more over time. Model picking up, naming and placing one of the sorting cards
appropriately. Invite your child(ren) to continue independently. For younger
learners, start with a small number of cards and work your way up to more over
time. When complete, give your child(ren) the control card to check their work.
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Color Sorting:
Print, laminate & trim the color word and object cards.
Place color word cards at the top of the workspace.
Randomize color object cards.
Provide child(ren) with object cards.
Ask child(ren) to sort object cards based on color.
Red Orange
Yellow Green
Blue Purple
Color Sorting
Task Control Cards
Red
Orange
Yellow
Green
Blue
Purple
Science
PART 2
Physical Properties
of Substances
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Geography
SCIENCE Ages 4-6
Physical Properties of Substances: Solid, Liquid & Gas
Supplies
What to do:
Needed: 1. Put the stone in the first plastic bag and seal it. Ask your child(ren) to squeeze
1. Three plastic and press on the bag. Ask them to try to bend the stone and change its' shape.
Ziploc bags Ask them why they can't bend the stone.
2. One stone 2. Pour water into the second plastic bag and seal it. Ask your child(ren) to observe
the water in the bag and then squeeze on the bag gently. Ask them to try to
3. One cup of
change the shape of the water. Ask them if the result is different from their work
water
with the stone, and why they think it is.
4. "States of
3. Blow air into the third plastic bag and seal it. Again, ask your student(s) to
Matter" mini- observe the gas in the bag and then squeeze on the bag gently. Ask them to try
book & to change the shape of the gas. Open the bag to release the air in front of your
sorting student(s). Ask them what happens to the air.
activity, 4. Next, read the mini-book. Refer back to the prior activity with the Ziploc bags.
printed, Ask your child(ren) whether the stone, water and air are solid, liquid or gas.
laminated 5. Finally, complete the states of matter sorting activity. Slowly and deliberately,
and trimmed place the sorting mat in front of the student(s). Model picking up, naming and
(attached) placing one of the sorting cards appropriately. Invite your child(ren) to continue
independently. For younger learners, start with a small number of cards and
work your way up to more over time. When complete, give your child the control
card to check their work.
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States of Matter
out their hypotheses (experimenting), and figuring out why
the states of matters - to give your students a wide variety of
sensorial ways to learn. This process helps children build self-
confidence and critical thinking skills.
Matter is anything that takes up space and has mass (the stuff inside an object - often
called particles). Everything around us is made of matter. One way to classify matter is
by its' state: gas, liquid or solid. Gas particles are far apart and move around a lot.
They can change their shape and volume (amount of space taken up) to fill any
container. Liquid particles are much closer together than gas particles. They move
around freely and can take the shape of their container, but they don't change volume.
So, the amount of space taken up by a liquid never changes. Solid particles are very
close together and do not move. They stay in their own shape regardless of their
1 container, and do not change volume.
Gas
Air is a gas.
We can't see it, that's true.
But sometimes we feel it,
in things that we do.
It helps fly our kite,

and fills up a bubble.
Without it to breathe,
we'd be in big trouble!
Gas Rhyme
This rhyme can help us remember the properties,
2 or special characteristics, of a gas.
Liquid
A liquid moves smoothly.
We say that it flows
from one place to another -
how quickly it goes.
The truth is most liquids

are easy to see.
With no shape of their own,
they're not like you and me.
Liquid Rhyme
3 or special characteristics, of a liquid.
Solid
A solid is a solid.
It doesn't change it's shape.
It can't move around.
It stays in one place.
This book is a solid.

And so is your chair.
Just look all around you.
They're everywhere!
Solid Rhyme
4 or special characteristics, of a solid.
Coffee Rocks Steam
Apple Soup Pencil
Juice Clouds Exhaust
Tornado Tea Book

Solid vs Liquid vs Gas
SCIENCE Ages 4-6
Physical Properties of Substances: Pouring Air
Supplies
What to do:
Needed: Before You Begin: In this activity, children explore the properties of air - a gas -
1. Empty pitcher by immersing an apparently empty pitcher upside down in a tank of water and
then gently tilting to release the air, which float to the top as bubbles (pictured
2. Tank of water
above).
(This is a great
one to do in What to Do: Model the process of turning the pitcher upside down, then
the bathtub!) submerging it into the water. Slowly and deliberately, begin to turn the pitcher on
its' side. As air bubbles form and rise to the top with a "pop", remind your
child(ren) that gas particles are far apart and move around a lot. They can change
their shape and volume (amount of space taken up) to fill any container.
Give the pitcher to your child and allow them to replicate the experiment as many
times and in as many ways as desired. Repeat the "Gas" Poem from the "States of
Matter" mini-book: "Air is a gas. We can't see it, that's true. But sometimes we feel
it, in things that we do. It helps fly our kite, and fills up a bubble. Without it to
breathe, we'd be in big trouble!"
ENJOY!
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SCIENCE Ages 4-6
Physical Properties of Substances: Exploring Mixtures

Cornstarch Suspension (Oobleck) Experiment
Supplies
What to do:
Needed: Step 1: Say: "Today, we are going to do an experiment that will challenge us to think
1. One cup of differently about states of matter." Review the 3 states of matter with your child(ren).
cornstarch Refer back to the "States of Matter" mini-book, if desired.
2. Water
Step 2: Say: "We are going to make something called a 'suspension.' Suspensions are
3. Large
mixtures that contain particles that are big enough to settle. For example, sometimes,
plastic bowl
4. "Cornstarch in the right light, you can see particles of dust floating in a room. Eventually the dust
Suspension will settle on the floor and on furniture, and the room will need to be cleaned. Dust in
Data Sheet", air is a suspension. Another example of a suspension occurs when you mix sand and
printed water. With time, the sand will settle on the bottom of the bucket and leave clear
(attached) water at the top. The dust and sand are the particles that settle over time.
5. Pencil
Step 3: Provide the materials listed to the left. Ask your child to create a hypothesis -
an educated guess - about what will happen when you mix the cornstarch and water
together. Complete #1 on the data sheet.
Step 4: Working with your child(ren), add cornstarch to bowl. Pour in water slowly
until the mixture has the consistency of thick pancake batter. Mix thoroughly with
your hands. Complete #'s 2 - 5 on the datasheet as appropriate for your child(ren)'s
age(s). Discuss whether or not your original hypothesis was correct. Allow LOTS of
playing with your suspension while reviewing new vocabulary.
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Cornstarch Suspension Data Sheet
1. Illustrate or write your hypothesis regarding what will
happen when you mix the cornstarch and water together.
2. Use your senses to illustrate or describe the mixture.
I see.... I hear.... I feel.... I smell....

3. Illustrate what the mixture looked like as a liquid and
a solid.
Liquid Solid
4. Illustrate the experiment.

5. Describe what happened in the experiment.
First:
Second:
Third:
Fourth:
SCIENCE Ages 4-6
Physical Properties of Substances:
Introduction to the Effect of Temperature on States of Matter
Supplies What to do:

Needed: Activity 1: Invite your child(ren) to look at "The Effect of Temperature on States of Matter"
poster. Read and discuss. Talk about things like the liquid water we drink, the solid hail and
1. "The Effect of
liquid rain that fall from the sky, the solid ice we skate on during the Winter season, and the
Temperature gaseous steam we see rise when we boil water. Then, read the mini-book.
on States of
Activity 2: Say to your child(ren): "Let's do an experiment to learn more about how the
Matter"
temperature affects states of matter. Can you help me gather some ice from the freezer? Then,
poster, we can heat it up and see what happens." CAUTION: SUPERVISE CAREFULLY
printed,
Remove ice from the freezer. Talk about its' state: a solid. Say: "We know the ice is a solid
laminated and
because is has a definite shape, volume and mass." Ask your child(ren) what (s)he thinks will
hung at the happen if you warm the ice. Once they answer, call their answer a "great hypothesis." Explain
child's eye that real scientists make a hypothesis - a starting point for investigation - before conducting
level experiments. (We will talk more about the scientific method later.)
2. "The Effect of Place the ice in a small pot, but do not place on the stove top. Wait until it begins melting on it's
Temperature own. Discuss that the air temperature in the kitchen is warmer than the air temperature in the
on States of freezer. Allow your child(ren) to open the freezer door to feel the temperature difference. Work
Matter" mini- with your child(ren) to use the thermometer to take the melting water's temperature. Record
book, printed, the temperature of the "icy water" using your pen and paper.
laminated & Place the pot on the stove top and warm the water over a low-medium heat until the ice melts
trimmed completely. Do not allow the water to boil. Once melted, remove from the stove top
(attached) immediately. Discuss how adding a heat source caused the ice to melt faster than it was
3. Stovetop melting. Record the temperature of the "melted water" using your pen and paper.
4. Small pot Place the pot back on the stove top and warm the water over a medium-high heat until the
5. Ice water boils and thick steam is rising. Remove from the stove top immediately. Discuss how
6. Thermometer adding a higher heat source caused the water to boil and turn into a gas. Record the
7. Pen & paper temperature of the "boiling water" using your pen and paper. Compare, discuss & ENJOY!
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The Effect of Temperature
on States of Matter
Evaporation
When a liquid
evaporates, it
becomes a gas.
Temperature
Melting
When a solid
melts, it becomes
a liquid.
Freezing
When a liquid
freezes, it
becomes a solid.
The Effect of Temperature
on States of Matter
the states of matters - to give your students a wide variety of
1 As we learned previously, all matter exists in certain states: solid, liquid or gas.
Melting Freezing
When a solid turns into a liquid, it is called melting. There is a temperature at which
this happens, called the melting point. As the energy in the molecules increases from
a rise in temperature (heat), the molecules start moving faster. Soon they have
enough energy to break free of their rigid structure and start moving around more
freely. The solid becomes a liquid. When the opposite happens and the temperature
2 decreases, a liquid turns into a solid. This is called freezing.
Evaporation
When a liquid becomes a gas, it is called evaporation. Again, as the temperature rises
and the amount of heat increases, the molecules will gain enough energy to break
free and become a gas. The temperature at which a liquid becomes a gas is called the
3 boiling point.
Fun Facts about Melting, Boiling & Freezing:
When rocks get really hot, they turn into Salt water boils at slightly higher
a liquid called magma or lava. temperatures and freezes at slightly
lower temperatures than water
without salt in it.
4
SCIENCE Ages 3-6
Physical Properties of Substances: Magnetism
Supplies
What to do:
Needed: BEFORE YOU BEGIN: For Activity #1, hang the poster. For Activity #2,
1. "Magnets are Amazing"
place ALL items into a small container such as a basket or Tupperware
poster, printed, laminated & bowl. Place 1) the basket of items, 2) the magnet and 3) the printed &
hung at the child's eye level laminated Magnetic vs Non-Magnetic sorting mat on a tray. Reserve the
(attached) sorting cards and scavenger hunt for activities #3 and #4.
2. A magnet (from the fridge or a
Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Magnets are
paperclip holder, for example)
Amazing" poster. Read the text and discuss at an age-appropriate level.
3. Five magnetic items, such as a
paperclip, key ring, bolt and Activity 2 (Ages 3-6): Present the previously prepared tray to your
child(ren). Say, "This container is full of objects. Some are magnetic, and
nut, binder clip, safety pin,
some are not. Let's use this magnet to find out which are which!" Slowly
spoon or allen key
and deliberately, set the sorting mat out in front of the child(ren). Point to
4. Five non-magnetic items, such
each heading and say, "We will place magnetic objects here, under the
as an eraser, a button, seashell, word 'Magnetic.' We will place non-magnetic objects here, under the
rubber band, feather, crayon, word 'Non-Magnetic.'" Model how to test for magnetism by removing one
sticker, pine cone or paper item from the container and seeing if it sticks to the magnet. State
5. A container to hold the whether the item is magnetic of non-magnetic aloud, then place it under
magnetic & non-magnetic the appropriate heading. Invite your child(ren) to continue independently.
items Activity 3 (Ages 4-6): Present the Magnetic vs Non-Magnetic sorting cards
6. Magnetic vs Non-Magnetic and challenge your child(ren) to sort them correctly. When complete, give
sorting mat and cards, printed, your child(ren) the control card to check their work.
laminated and trimmed
Activity 4: (Ages 4-6): Invite your child(ren) to participate in a magnetic
(attached)
scavenger hunt. Review the worksheet with your child(ren). Review new
7. Magnetic Scavenger Hunt vocabulary throughout the process. ENJOY!
worksheet, printed (attached)
WWW.MULTISORI.COM
Magnets are Amazing!
Magnets have both a north and sound pole, each of which

points toward the Earth's poles.
The end of the magnet pointing north is the negative side of the
magnet. It is labeled "N".
The end of the magnet pointing south is the positive side of the
magnet. It is labeled "S".
These negative and positive sides of a magnet create a
magnetic field that attracts metallic objects. You can see the
magnetic field created by a magnet in the picture above.
MAGNETIC NON-MAGNETIC
Magnetic vs Non-Magnetic
MAGNETIC NON-MAGNETIC
Magnet Scavenger Hunt
Intro: The goal of the magnet scavenger hunt is to seek,
find and collect as many magnetic objects as possible!
1. Illustrate or write the magnetic objects that you predict you will find on
your magnet scavenger hunt (call it a "hypothesis.")
2. Illustrate or write down the magnetic objects that you find.
3. Was your prediction correct (circle one): YES NO
4. Did any object surprise you when you found out that it was magnetic or
non-magnetic? Which ones?
SCIENCE Ages 4-6
Physical Properties of Substances:
Introduction to Viscosity

Needed: Activity 1: Invite your child(ren) to look at the "High vs Low Viscosity" poster. Read
and discuss. Talk about liquids that we use every day and how some are more or
1. "High vs Low less thick than others. Read the definition of viscosity to the child(ren) so that they
Viscosity" poster, understand liquids that are thicker have a higher viscosity than thin or runny
printed, laminated liquids.
and hung at the
Activity 2: Say to your child(ren): "Let's do an experiment to learn more about
child's eye level viscosity. First, we will need to gather a cup of water, a cup of honey and a cup of
(attached) shampoo. Then, we can have a race with these marbles to see which marble falls
2. Three tall clear to the bottom fastest."
containers, equal in
Work with your child(ren) to pour an equal amount of water, honey and shampoo
size and shape
into each of your three containers. Next, ask your child(ren) to make a hypothesis
3. Three marbles about which marble will win the race, which will come in second place and which
4. Water will come in last in the race. Review the wall poster, if desired. Remind your
5. Honey child(ren) that all scientists make hypotheses before experiments, and these are
6. Shampoo just educated guesses about what will happen during the experiment. Then, drop
7. Pen & paper a marble into each container at the same time. This will allow the child(ren) to see
that when a liquid has a high viscosity (is thick), objects will move more slowly
through them than through a liquid with low viscosity (a thin liquid).
Allow your child(ren) to record their findings on paper. Discuss the results in
terms of each fluid's resistance to change. Ask your child(ren) to explain what
happened and why. (If you have M3 math, they can label each container with the
number of seconds it took for each marble to run the race using math beads.)
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water honey shampoo
Viscosity
Viscosity is the measurement of a liquid's resistance to

flow or thickness.
Liquids with high viscosity are very thick. One example
of a high viscosity liquid is shampoo. When a marble is
dropped in a high viscosity liquid like shampoo, it will
fall down slowly.
Liquids with low viscosity are very thin. One example
of a low viscosity liquid is water. When a marble is
dropped in a low viscosity liquid like water, it will fall
down quickly.
SCIENCE Ages 4-6
Physical Properties of Substances: Conservation of Volume
Supplies
What to do:
Needed: Activity 1: Invite your child(ren) to look at the "Conservation of Volume" poster. Read
1. "Conservation
and discuss. Talk about how containers of different sizes and shapes can hold the
of Volume" same volume of liquid, but look different in so doing.
poster, printed,
laminated and Activity 2: Say to your child(ren): "Let's do an experiment to learn more about the
hung at the conservation of volume. Will you please help me gather some containers that are
child's eye
different shapes, a towel, a measuring cup and a cup full of water?" Gather the
materials with your child(ren). Place your towel on top of your workspace.
level
(attached) Next, work with your child(ren) to measure a specific amount of water appropriate for
2. A small the sizes of your containers. It should probably be between 1/2 and 1 full cup. Say to
measuring cup your child(ren): "Let's measure exactly ___ cup of water so that we know how much we
3. Three - five are working with. Then, we can pour it into all the different containers and observe
clear how different or similar the same amount of water looks."
containers of Ask your child(ren) to make a hypothesis about how the water will appear (look) in
varying sizes each container. If desired, your child(ren) can write or illustrate their hypothesis on a
and shapes piece of paper. Once complete, ask your child(ren) to pour the water into the different
4. Water containers, one at a time. Assist younger children as needed.
5. One large cup
Allow the student(s) to record his or her findings on their paper and discuss their
6. A large towel findings with them. Ask the child(ren) to explain what happened during the experiment
7. Pencil and to you. What did they find most interesting? Did they think that the water would look
paper different than what they observed?
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Conservation of Volume
Volume is a measurement of the amount of space

something occupies.
Conservation of volume is the idea that no matter what
size and shape a container is, the volume - or amount of
space occupied - by its' contents doesn't change just
because it moves from one container to another.
In the picture above, the same amount of water appears in
two different containers. You might think that the test tube
holds more water since it appears to take up more space
vertically, but both containers have the same amount of
water!
SCIENCE Ages 3-6
Physical Properties of Substances: Rigidity & Elasticity
Supplies
What to do:
Needed: BEFORE YOU BEGIN: For Activity #1, hang the poster. For Activity
#2, place ALL items into a small container such as a basket or
1. "Rigidity and Elasticity" Tupperware bowl. Place 1) the basket of items, and 2) the printed &
poster, printed, laminated and laminated Rigid vs Elastic sorting mat on a tray. Reserve the sorting
hung at the child's eye level cards for Activity #3.
(attached) Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Rigidity and
2. Five rigid objects such as Elasticity" poster. Read the text and discuss it at an age-appropriate
pencils, plastic silverware, a level.
wooden ruler, or metal Activity 2 (Ages 3-6): Present the previously prepared tray to your
measuring cups and spoons child(ren). Say, "This container is full of objects. Some are rigid, and
3. Five elastic objects such as some are elastic. Let's try to bend them to see which are which!"
rubber bands, pool noodles, Slowly and deliberately, set the sorting mat out in front of the child.
straws, a measuring tape and Point to each heading and say, "We will place rigid objects here,
bendable plastic rulers under the word 'Rigid.' We will place elastic objects here, under the
4. A container to hold the word 'Elastic.'" Model how to test for rigidity by removing one item
elastic and rigid objects from the container and attempting to bend it. State whether the
5. Elastic vs Rigid sorting mat item is rigid or elastic, then place it under the appropriate heading.
and cards, printed, laminated Invite your child to continue independently.
and trimmed (attached) Activity 3 (Ages 4-6): Present the Rigid vs Elastic sorting cards and
challenge your child to sort them correctly. When complete, give
your child the control card to check their work.
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Rigidity and Elasticity
Rigidity refers to an object's inability to be bent, or lack of

flexibility. In the pictures above, the pencil breaks because it is
rigid and can not be bent.
Elasticity refers to an object's ability to be bent or flexibility.
In the pictures above, the rubber band stretches and bends as
it is pulled apart instead of breaking because it is elastic.
RIGID ELASTIC
Rigid vs Elastic
RIGID ELASTIC
SCIENCE Ages 4-6
Physical Properties of Substances: Review
Supplies
What to do:
Needed:
1. "Physical Provide the worksheets and pencil to your child. Assist with reading and
Properties of answering the questions as needed. When complete, give your child the
Substances control card to check their work.
Review"
worksheets,
printed
(attached)
2. Pencil
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Physical Properties of
Substances Review
IS AN APPLE... (circle one)
solid or liquid or gas?
magnetic or non-magnetic?
rigid or elastic?
APPLE
IS HONEY... (circle one)
high viscosity or low viscosity?
HONEY rigid or elastic?

Substances Review
ARE PAPERCLIPS... (circle one)
rigid or elastic?
PAPERCLIPS
IS WATER... (circle one)
WATER
rigid or elastic?
Substances Review
IS A TOY DINOSAUR... (circle one)
rigid or elastic?
TOY DINOSAUR
IS A STUFFED ANIMAL... (circle one)
rigid or elastic?
STUFFED DOG
Substances Review
IS UNCOOKED PASTA... (circle one)
UNCOOKED rigid or elastic?
PASTA
IS COOKED PASTA... (circle one)
rigid or elastic?
COOKED
PASTA
Substances Review
ARE NAILS... (circle one)
rigid or elastic?
NAILS
Physical Properties of Substances
Review Control Cards
Substances Review
IS AN APPLE... (circle one)
rigid or elastic?
APPLE
IS HONEY... (circle one)
HONEY rigid or elastic?

Substances Review
ARE PAPERCLIPS... (circle one)
rigid or elastic?
PAPERCLIPS
IS WATER... (circle one)
WATER
rigid or elastic?
Substances Review
IS A TOY DINOSAUR... (circle one)
rigid or elastic?
TOY DINOSAUR
IS A STUFFED ANIMAL... (circle one)
rigid or elastic?
STUFFED DOG
Substances Review
IS UNCOOKED PASTA... (circle one)
rigid or elastic?
UNCOOKED
PASTA
IS COOKED PASTA... (circle one)
COOKED rigid or elastic?
PASTA
Substances Review
ARE NAILS... (circle one)
rigid or elastic?
NAILS
Science
PART 3
Introduction & Exploration
of Physical Principles
www.multisori.com
Geography
SCIENCE Ages 3-6
Introduction & Exploration of Physical Principes: Friction
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Friction" poster. Read the
1. "Friction" poster, text and discuss it at an age-appropriate level.
printed, laminated Activity 2 (Ages 3-6): Say to your child(ren): "Let's see if we can create heat energy
and hung at the using the friction between our hands." Begin rubbing your hands together and ask
child's eye level your child(ren) to join you. Ask if they feel the heat energy created by the friction of
(attached) their hands rubbing against one another. Next, ask them to push their hands
2. Stopwatch together harder while rubbing. Ask: "Is it easier or harder to move your hands when
3. Measuring tape you push harder?" Discuss (force creates more friction!).
4. Race cars Activity 3 (Ages 4-6): Say to your child(ren): "Let's do an experiment to learn more
5. "Friction Race" about friction. Will you please help me gather together a stopwatch, a measuring
worksheet, printed tape, a race car and a pencil? Gather the materials with your child(ren). Point to the
(attached) Friction Race worksheet and say, "We can record our findings on this. I'll bring it!"
6. Pencils Grab the worksheet and say, "Now, let's go outside!"
7. Markers (to mark Next, say, "Let's find out how friction works using that race car! We can see how fast
the start and end of your race car drives on rougher and smoother surfaces. Do you think the race car
each race - could be will be fast or slow on grass? What about on dirt? Let's measure two (or three or
pennies, paperclips, whatever!) feet on the grass, on the dirt, on the road and on the sidewalk." Measure
anything) with your child and mark the start and end of racing section of the various surfaces.
8. Paper If desired, your child(ren) can write or illustrate their hypothesis on a piece of paper.
9. Friction handwriting Once complete, ask your child(ren) to race the cars on each surface while you use
worksheet, printed the stopwatch to time the races. Allow the student(s) to record the race times and
(one per child, discuss their findings with them. Ask the child(ren) to explain what happened during
attached) the experiment to you. What did they find most interesting? Was their prediction
correct? ENJOY!
10. Colored pencils or
crayons Activity 4 (Ages 5-6): If desired, invite your child(ren) to trace and write the word
"friction" on the Friction handwriting worksheet.
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Friction
Friction is the resistance of motion when objects rub against

one another. Friction works against motion.
When one object is sliding on another, it starts to slow down
due to friction. This means it loses energy. But, the energy
doesn't disappear. It changes from kinetic energy to thermal
(heat) energy. This is why we rub our hands together when it's
cold. By rubbing them together, we generate friction and,
therefore, heat.
The harder two surfaces are pressed together, the more force it
takes to overcome the friction and get them to slide.
The smoother a surface, the less friction it creates.
The rougher a surface, the more friction it creates.
Friction Race
Hypothesis:
Race Time:
Place (1st, 2nd, 3rd or 4th):
Hypothesis:
Race Time:
Hypothesis:
Race Time:
Hypothesis:
Race Time:

Friction is the resistance of motion when objects rub against one another.
Friction is the resistance of motion when objects rub against one another.
friction
friction
SCIENCE Ages 3-6
Introduction & Exploration of Physical Properties:

Static Electricity Part 1 of 2
Supplies
What to do:
Needed: Invite your child(ren) to look at the "Static Electricity" poster. Read the
1. "Static Electricity" text and discuss it at an age-appropriate level.
poster, printed,
laminated and hung
at the child's eye
level (attached)
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Static Electricity
Static electricity is the buildup of the electrical charge in an

object when it is rubbed against another object.
Static electricity causes objects to stick together when they
have opposite charges and repel when they have the same
charge.
SCIENCE Ages 3-6
Introduction & Exploration of Physical Properties:

Static Electricity Part 2 of 2
Supplies
What to do:
Needed: Step 1: Say to your child(ren): "Let's do an experiment to learn more about static
1. Two electricity. Will you please help me gather together two styrofoam plates and a
styrofoam washcloth?" Gather the materials with your child(ren).
plates
Next, say, "Do you think we can create static electricity with just these plates and
2. Washcloth
washcloth? If so, what do you think will happen when we do? Remember that static
3. Paper
4. Pencil electricity is the buildup of the electrical charge in an object when it is rubbed against
another object. Static electricity causes objects to stick together when they have
opposite charges and repel when they have the same charge." If desired, your
child(ren) can write or illustrate their hypothesis on a piece of paper.
Step 2: Say, "Let's get started! First, rub the bottom of one plate with the washcloth."
After you and your child(ren) finish rubbing the bottom of the plate, place that plate
upside down on a flat surface, like the table. Next, ask your child(ren) to stack the
second plate facing up on the first plate you rubbed with the washcloth. You will
notice that the plates repel each other. (That is due to the static electricity that you
made with the washcloth. You allowed the plate that you wiped to gain electrons from
the cloth and it became negatively charged. The electrons repel the electrons on the
other plate, thus making it appear to float!). Discuss what happened with your
child(ren), and whether or not your original hypothesis was correct. ENJOY!
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SCIENCE Ages 4-6
Introduction & Exploration of Physical Principles: Simple Circuits
Supplies
Needed: What to do:
1. "Simple Circuit" poster, BEFORE YOU BEGIN: Make the insulating Play-Doh by mixing 1 3/4 cups flour,
printed, laminated and
1/2 cup sugar, 3 tablespoons oil, & 1/2 cup water. Add more flour if too sticky.
hung at the child's eye
Add to a tray with the materials listed on the left side of this page & set aside.
level (attached)
2. Paper Activity 1 (Ages 4-6): Invite your child(ren) to look at the "Simple Circuit" poster.
3. Pencil Read the text and discuss it at an age-appropriate level.
4. Circuit handwriting
Activity 2 (Ages 4-6): Say: "Today, we are going to make our own simple circuit!
worksheet, printed (one
per child, attached) Here I have some playdoh, a few small light bulbs, a battery and a wire. The
5. A standard circuit kit electric current is going to flow from the battery to the light bulbs. Which of
such as THIS one, OR the these parts do you think the electric current will use to flow from one place to
materials listed below. the other? What do you think will happen to the light bulbs if electricity flows to
A. Conductive play doh them?" If desired, your child(ren) can write or illustrate their hypothesis on a
(store bought, old piece of paper. Working with your child(ren), make three Play-Doh balls: two
fashioned salty play using conductive Play-Doh and one using insulating Play-Doh. Stick the Play-Doh
doh) balls together so that the 2 conductive Play-Doh balls act like the bread in a
B. Insulating Play-Doh sandwich and the insulating Play-Doh ball acts like the filling. Connect the
(uses flour, sugar, battery to the battery clip with wires. Press the wires into each of the two
vegetable oil, and
conductive Play-Doh balls. Gently pull apart the pins on the LEDs. Insert them
water)
into the conductive Play-Doh (one into one side of the sandwich and one into
C. One 9 Volt Battery
the other side). The salt is the conductor of energy in this experiment, causing
D. One 9 Volt Battery
Clip with wires such as the electricity to flow through the Play-Doh. Discuss whether or not your
THIS original hypothesis was correct. Once mastered, try different Play-Doh designs.
E. 3mm LED Lights Activity 3 (Ages 5-6): If desired, invite your child(ren) to trace and write the word
such as THESE "circuit" on the final worksheet. ENJOY!
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Simple Circuits
A circuit is a path along which an electric current travels. A simple circuit contains:
A battery: the source of power source,
A light bulb: the electrical device, and
A conducting wire: the part that joins the different components of the circuit.
When the circuit is complete, the bulb lights up. When the circuit is broken by opening
the switch, the bulb does not light up.
A circuit is a path along which an electric current travels.
A circuit is a path along which an electric current travels.
circuit
circuit
SCIENCE Ages 4-6
Introduction & Exploration of Physical Principles: Introduction to Bridges

Activity 1: Invite your child(ren) to look at the "Bridges Around the World"
Needed: posters. Slowly and deliberately, point to each bridge while naming the bridge,
1. "Bridges Around the bridge type, country and continent aloud. Ask questions like: "What do you
World" posters, printed, think this bridge does?" "Why do you think we build bridges?" "What about
these bridges is the same/different?" "Which bridge do you think is the
laminated and hung at
strongest/weakest?" Have this conversation without judgment or correction.
the child's eye level
(attached) Activity 2: Tell your child(ren) that they made great hypotheses about bridges
2. "Types of Bridges" during the last activity. Invite them to read the "Types of Bridges" mini-book
mini-book, printed, about bridges to learn more. When complete, ask your child(ren) which of their
hypotheses about bridges were correct, and which were incorrect. Re-read as
laminated & trimmed
desired.
(attached)
3. Types of Bridges 3 part Activity 3: Say to your child(ren): "Let's see if we can build a copy - called a
cards, printed, replica - of a real bridge! Please help me to gather straws, sticks, popsicle
laminated & trimmed sticks, scissors, tape, and/or blocks." Once gathered, ask your child to choose
one of the bridges from the "Bridges Around the World" posters. Now build!
(attached)
4. Bridge building Extension Activity: Explore the concept of structural integrity by seeing which
materials such as bridge holds the most and least amount of weight.
straws, sticks, popsicle Activity 4: Provide the attached "My Bridge" worksheet to your child(ren). For
sticks, tape, mini younger children, ask them to write their name and illustrate the bridge they
marshmallows or blocks built. For older children, ask them to write their name, illustrate the bridge and
5. "My Bridge" worksheet, answer the questions. If desired, invite your child(ren) to trace and write the
printed (one per child, word "bridge" on the final worksheet.
attached) Activity 5: Place the control cards at the top of the workspace. Slowly, name the
6. Colored pencils or bridges aloud while touching each one, then point to the bridge's name below.
crayons Continue for each card. (For very young children, start with only 2 or 3 cards).
Then, present the image cards one at a time and say the name of the bridge
aloud. Place the image card beside the corresponding control card. Finally, you
can present the label cards, one at a time, by simply reading the label and then
matching to the corresponding image card. Place the label beneath the image
card. Your student(s) is now ready to work independently!
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Bridges Around the World
Moselle Viaduct
Beam Bridge
Germany, Europe
Blue Bridge
Truss Bridge
United States of America, North America

Forth Bridge
Cantilever Bridge
United Kingdom, Europe

Sydney Harbor Bridge
Arch Bridge
Australia, Oceania
The Golden Gate Bridge
Suspension Bridge
United States of America, North America

Viaduc de Millau
Cable-stayed Bridge
France, Europe
Introduction to Bridges
bridges - to give your students a wide variety of sensorial ways
to learn. This process helps children build self-confidence and
critical thinking skills.
What is a bridge?
A bridge is a man-made structure that allows people and
vehicles to cross over a large space. Bridges are often built
1 over bodies of water and roads.
Are there different types of bridges?

There are 6 common types of bridges: beam, truss, cantilever,
2 arch, suspension and cable-stayed. Let's look at them all!
Type 1: Beam Bridge
Beam bridges are very simple. This is why they are the most common
type of bridge in the world. A beam bridge is a horizontal structure with a
vertical support on each end. Other supports, called piers, may also hold
3 up the bridge between the two ends.
Type 1: Beam Bridge

4 This is an example of a beam bridge.
Type 2: Truss Bridge
Like the beam bridge, a truss bridge also has a support at each end. But,
its structure gives it more strength than a simple beam bridge because a
5 framework of triangular bars connects the two ends of the bridge.
Type 2: Truss Bridge

6 This is an example of a truss bridge.
Type 3: Cantilever Bridge
Cantilevers are long, projecting beams that are fixed only at one end, like
a diving board. At least two of these beams stretch toward each other to
7 form a cantilever bridge.
Type 3: Cantilever Bridge

8 This is an example of a cantilever bridge.
Type 4: Arch Bridge
Arch bridges are shaped like a curved arch, or semi-circle.
9 They have abutments at each end that support the bridge.
Type 4: Arch Bridge

10 This is an example of a arch bridge.
Type 5: Suspension Bridge
Suspension bridges have roadways hanging from strong wires
called cables. Suspension bridges are the longest bridges in the
11 whole world!
Type 5: Suspension Bridge

12 This is an example of a suspension bridge.
Type 6: Cable-stayed Bridge
Like suspension bridges, cable-stayed bridges use cables to support
the roadway. But, its cables run directly between the towers and the
13 roadway, attaching to the roadway in straight, diagonal lines.
Type 6: Cable-stayed Bridge

14 This is an example of a cable-stayed bridge.
Beam Bridge Beam Bridge
Truss Bridge Truss Bridge
Cantilever Bridge Cantilever Bridge

Arch Bridge Arch Bridge
Suspension Bridge Suspension Bridge
Cable-stayed Cable-stayed
Bridge Bridge
Beam Bridge Beam Bridge
Truss Bridge Truss Bridge
Cantilever Bridge Cantilever Bridge

Arch Bridge Arch Bridge
Suspension Bridge Suspension Bridge
Cable-stayed Cable-stayed
Bridge Bridge
My Bridge
My name: Illustrate your bridge here:
My bridge is named:
My bridge is in this country:
My bridge is in on this continent:
My bridge is this type of bridge:
I made my bridge with:
SCIENCE Ages 4-6
Introduction & Exploration of Physical Principles:
Introduction to Buoyancy & Density
Supplies
What to do:
Needed:
BEFORE YOU BEGIN: Gather as many sink or float experiment
1. "Understanding Buoyancy &
items as you can from around your home and yard. Add to a small
Density" poster, printed, laminated
container. Place the full container and the sorting mat on a tray
and hung at the child's eye level next to either the bathtub or the large, transparent container you
(attached) will be using for the sink or float experiment. Set aside.
2. Large, transparent container (a
Activity 1: Invite your child(ren) to look at the "Understanding
fish tank would work well -- this
Buoyancy & Density" posters. Read the text and discuss it at an
can also be done using the
age-appropriate level. Answer questions as they arise.
bathtub as the container)
3. Items to test during your sink or Activity 2: Say to your child(ren): "Let's do an experiment to
determine the buoyancy and density of different things!" Present
float experiment: rocks, pebbles,
the tray alongside the bathtub or container. Remind your child(ren)
paperclips, sticks, plastic eggs,
that small, heavy objects are highly dense and, therefore, not
plastic toy boat, rubber duck,
buoyant in water. These objects will likely sink. To the contrary,
feather, button, pine cone, sponge, large and lightweight objects are not very dense and therefore will
key, screw, bolt, seashell, lemons, likely be buoyant in water. These objects will likely float.
limes, etc...
Slowly and deliberately place the sorting mat in front of the
4. Water
student(s). Model picking up, naming and hypothesizing about the
5. Sink or Float Sorting Mat, printed
object sinking or floating aloud. Then, place the object in the water.
and laminated (attached) State whether your hypothesis was correct, remove the object, dry
6. Small basket or plastic container it off with a washcloth, then place it in the correct spot on the
7. Washcloths sorting mat. Invite your child(ren) to continue independently.
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Understanding Buoyancy & Density
Buoyancy is the upward force of a fluid on an object placed in

it. The more buoyant an object is, the more likely it is to float
in a fluid. Buoyancy can be tested by seeing which objects sink
and which objects float.
Buoyancy is related to density. Density is how tightly packed
the "stuff" is inside an object. The "stuff" is called molecules.
A small, heavy object has high density (and tightly packed
molecules).
A large, light object has low density (and loosely packed
molecules),
If an object is more dense than water, it will sink.
If an object is less dense than water, it will float.
SINK FLOAT
SCIENCE Ages 4-6
Introduction & Exploration of Physical Principles:
Introduction to Diffusion & Osmosis
Supplies
What to do:
Needed: BEFORE YOU BEGIN: Cut the bottoms off the celery or carnations. Add to a
1. "Understanding tray with food coloring and two transparent containers. Set aside.
Diffusion &
Activity 1: Invite your child(ren) to look at the "Understanding Diffusion &
Understanding Osmosis" Understanding Osmosis" posters. Read the text and discuss it at an age-
posters, printed, appropriate level.
laminated and hung at
Activity 2: Say to your child(ren): "Let's do an experiment to see osmosis in
action! Present the tray near a sink or pitcher of water. Work with your
(attached)
child(ren) to fill your containers about halfway with water. Add food
2. Fresh, crisp celery or coloring. The more food coloring, the better! So, add at least 25 drops.
carnations Place the celery or carnations in the water-filled containers, then place the
3. Water containers in a conspicuous spot. Be sure to reserve one piece of celery or
4. Salt one carnation and place it in a container without water or food coloring, so
5. Food coloring (not red) it's easy to compare results. If desired, your child(ren) can write or illustrate
6. Two transparent their hypothesis on a piece of paper.
containers, each large Provide each child with their own copy of the attached observation record.
enough to place a celery Set a timer and check the celery every 2 hours until bedtime. Then, check
stalk in (at least 6 inches again upon waking and every 2 hours until you reach 24 hours from the
deep) experiment's beginning. Have your children write/illustrate the results on
7. Paper their observation record. When complete, discuss what happened and why.
8. Pencils (The color spreads to the celery's leaves via osmosis). ENJOY!
9. Observation record, Activity 3: Repeat Activity 2 using celery (not carnations), one jar of fresh
printed (one per child, water and one jar of saltwater. (The celery will shrink in the saltwater due to
attached) osmosis). ENJOY!
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Understanding Diffusion
Diffusion occurs when molecules (remember - that's all of

the "stuff" inside of something) move from an area of
high concentration to an area of low concentration. High
concentration means there are many molecules. Low
concentration means there are fewer molecules.
Understanding Osmosis
Osmosis is the movement of water from an area of

high concentration (many molecules) to an area of
low concentration (fewer molecultes) through a semi-
permeable membrane.
A semi-permeable membrane is one that allows water
to pass through it.
Osmosis is related to diffusion. You can think of
osmosis as diffusion of water.
Observation Record
Write and/or illustrate your results every two hours.
Illustrate your observation: Write your observation:
Start
2
Hours
4
Hours
Observation Record
Write and/or illustrate your results every two hours.
6
Hours
8
Hours
24
Hours
SCIENCE Ages 3-6
Introduction to Physical Principles: Color Mixing

Preparing the Environment
Supplies
What to do:
Needed: Review the posters and answer questions as they arise. ENJOY!
1. "Primary Colors",
"Secondary Colors" &
"Color Wheel" posters,
hung at child's eye
level, (attached)
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red blue
yellow
Primary Colors:
Include red, blue and yellow,

cannot be mixed from other colors, and
are the source of all other colors.
Secondary Colors:
Include orange, green and violet, and

are mixed from two primary colors.
The Color Wheel:
Shows how colors are related and

include both primary and secondary colors.
SCIENCE Ages 3-6
Introduction to Physical Principles: Color Mixing

Mixing Primary Colors to Create Secondary Colors
Supplies
What to do:
Needed: BEFORE YOU BEGIN: Print the Mixing Primary Colors to Make
1. Mixing Primary Secondary Colors worksheet. Present the worksheet to your
Colors to Make child(ren) on a tray along with blue, red and yellow paints, a
Secondary Colors paintbrush and a container of clean water.
worksheet, printed
in color (attached) Activity: Refer back to the three color mixing posters that you have
2. Red, yellow and hanging in your environment. Say, "Today, we are going to make
blue paints secondary colors by mixing primary colors." Using paint, work with
3. A paintbrush your child(ren) to combine red, blue and yellow so that they are
4. A container of
able to physically see the combination of primary colors becoming
clean water
secondary colors. ENJOY!
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Using paint, mix the primary colors
to make secondary colors.
SCIENCE Ages 3-6
Introduction to Physical Principles: Color Mixing Experiment

Be sure you have reviewed the posters on display regarding color
Needed: mixing before setting up this experiment. Display this as an
1. See through containers, invitation to explore. Once noticed, ask your child(ren) what (s)he
such as plastic cups (if thinks will happen when various colors are mixed. Tell them what
you can include beakers, they've made with that educated guess is called a hypothesis.
that would be ideal) Now, let's test the hypothesis!
2. Container full of water
NOTE: If you have students who are not yet calm, do not leave the
3. Liquid food dye
4. Several towels you are liquid food dye out on display. Instead, pre-mix a few containers
ok with getting dirty of water and colorful food dye. Regardless, be prepared for a BIG
5. Water dropper mess.
Extension Activity: Freeze colored water as ice cubes overnight.
The next day, mix different colored ice cubes and when the ice
melts, see what colors result.
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SCIENCE Ages 3-6
Introduction and Exploration of Physical Principles:

Introduction to Refraction
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Review the poster and answer questions as
1. "Intro to Refraction" they arise.
poster, printed, Activity 2 (Ages 3-6): Present a cup of water and the straws/sticks
laminated & hung at
to your child(ren). Invite your child(ren) to do a simple experiment
about refraction. First, ask your child(ren) to make a hypothesis
(attached)
2. Cup of water about what will happen when the straws and/or sticks are placed
3. Straws or sticks in the water. Remind them that a hypothesis is an educated
4. Refraction guess, and we can base our hypothesis this time on what was
handwriting learned while reviewing the "Introduction to Refraction" poster.
worksheet, printed Ask your child(ren) to insert the straws/sticks into the water.
(one per child, Discuss your results. For older children, have them write down
attached)
both their hypothesis and results.
5. Pencils and paper
Activity 3 (Ages 5-6): If desired, invite your child(ren) to trace and
write the word "refraction" on the refraction handwriting
worksheet.
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Introduction to Refraction
Refraction is the word that we use to describe how light bends

when it passes from one substance, such as air, to another,
such as water.
Refraction is the reason that a stick or straw appears to be
broken when it is placed inside a glass of water at an angle.
when it passes from one substance, such as air, to another, such as water.
when it passes from one substance, such as air, to another, such as water.
refraction
refraction
SCIENCE Ages 3-6

Exploring Refraction with Prisms
Supplies
What to do:
Needed:
1. "Exploring Before You Begin: Hang poster at the child(ren)'s eye level. Print
Refraction with and laminate all pages of the mini-book. Cut each page in half,
Prisms" poster, creating two equal sized mini pages per full sized page. Staple (or
printed, laminated & bind another way) together to create the book.
hung at the child's
Activity 1: Review the poster, then invite your child(ren) to read the
eye level (attached)
2. "Rainbows & mini-book. Use this book to introduce rainbows and refraction to
Refraction" mini- your 3-6 year old. Read it aloud to your student(s) and discuss new
book (attached) vocabulary words as well as the science of rainbows.
3. Prism (CLICK HERE
Activity 2: Place a piece of white paper on a flat surface under the
to find an excellent,
sunlight. Put the prism on or above the paper. Rotate and move the
inexpensive option)
4. White paper prism around until you see rainbow colors on the paper.
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Exploring Refraction with Prisms
Recall that refraction is the word we use to describe how light

bends when it passes from one substance to another.
Rainbows you see in the sky are created when light is bent
upon entering a water droplet. This "bending" of light occurs
because the light changes direction when it travels from one
medium (air) to another medium (water).
Refraction is also the reason that you can create a rainbow
using a prism and sunlight. When the light travels from one
medium (air) to another medium (a glass prism), the light is
bent into the same colors that you see in rainbows in the sky.
Rainbows & Refraction
(observing), guessing what will happen if... (predicting), testing
are able to be involved - and the more senses, the better! That's
Colors, Rainbows & Refraction - to give your students a wide
variety of sensorial ways to learn. This process helps children
build self-confidence and critical thinking skills.
A rainbow is an arc of colors in the sky.
Rainbows are visible when the sun shines
1 through falling rain.
Rainbows contain seven colors:

2
red, orange, yellow, green, blue, indigo and violet.
Rainbows are created when light is bent
upon entering a water droplet in a process called refraction.
This "bending" of light occurs because light changes direction
3 when it travels from one medium (air) to another (water).
Rainbows often appear after storms,

4 when water droplets remain in the air.
Rainbows can also be seen in waterfalls and in the
water spraying out of a sprinkler on a sunny day.
5
SCIENCE Ages 3-6
Introduction to Physical Principles: Rainbow Art
Supplies
What to do:
Needed:
Before You Begin: Cut pieces of construction paper into strips
1. Construction paper (you will need one strip per color of the rainbow). Also, cut the
(all colors of the
white paper into cloud shapes (two - large enough to attach the
rainbow)
rainbow colored strips, as shown above).
2. White printer paper
3. Glue sticks Provide student(s) with precut paper, and glue sticks. First, ask
4. Cotton balls students to arrange the colors of the rainbow in order
(ROYGBIV). Then, ask them to glue the ends of the paper strips
to the white paper clouds (lay flat). Next, provide cotton balls.
Ask student(s) to glue cotton balls to the paper clouds, on top of
where they glued down the construction paper strips. Allow to
dry. Push the two clouds toward each other to make the
rainbow arc.
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SCIENCE Ages 3-6

The Colors of the Rainbow
Supplies
What to do:
Needed:
Activity 1 (Ages 3-6): Present the cards and discuss the names of
1. 3 part color cards,
the colors with your child(ren). Repeat until the child(ren) can
cut successfully identify and name all of the colors independently.
2. Items of the 7 various Activity 2 (Ages 3-6): Ask your child(ren) to match the color cards
colors OR pieces of without words to the color cards with words. Be sure the
construction paper in
child(ren) repeat the names of the colors as they do the matching.
the 7 various colors,
Model by saying the names of the colors aloud yourself.
cut into small pieces
(or both!) Activity 3 (Ages 3-6): Hide items of various colors in the
3. Flashlights (optional) environment. Ask student(s) to "hunt" for an item of a specific
4. Rainbow handwriting color and match it to the corresponding card. Turn off the lights
worksheet, printed
and provide flashlights for extra fun!
(one per child,
attached) Activity 4 (Ages 5-6): If desired, invite your child(ren) to trace and
5. Pencils write the word "rainbow" on the rainbow handwriting worksheet.
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Red Red
Orange Orange
Yellow Yellow
Green Green
Blue Blue
Indigo Indigo
Violet Violet
rainbow
rainbow
SCIENCE Ages 3-6

Reflection & Shadows
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Review the poster and answer questions as they arise.
1. "Understanding
Activity 2 (Ages 3-6): Present the attached "Shadow Matching" worksheets to your
Reflection &
child(ren) on a tray along with a pencil and ask them to match the shadows to their
Shadows"
poster, printed, corresponding objects. Be sure to choose your starting point based on your
laminated & child(ren)'s age -- an older child won't need the very simple worksheets, while a
hung at the younger child won't need the more complex worksheets.
child's eye level Activity 3 (Ages 3-6): Invite your child(ren) outside by saying, "Let's go outside and
(attached)
experiment with what we learned about shadows and reflections! Bring 3 of your
2. Handheld
favorite small toys!" As your child(ren) gathers the toys, take the mirror, white
mirror
paper and crayons outside. Find a sunny, flat surface - Lay 3 pieces of white paper
3. Three small
on flat ground. Ask your child(ren) to place the 3 toys on top of each sheet of
toys
4. Three sheets of paper. For each toy, ask the child(ren) to look at the toy in the reflection of the
white paper handheld mirror. Ask them to describe what they see. Next, ask your child(ren) to
5. Crayons describe the shadow made on the white paper for each toy. Ask your child(ren) to
6. Handwriting trace the shadows with a crayon. Compare and contrast what your child(ren) says,
worksheet, making sure to note that reflections have color, but shadows are always black. Also
printed (one per note that shadows give only the outline of objects, while reflections show details.
child, attached)
Activity 4 (Ages 5-6): If desired, invite your child(ren) to trace and write the words
7. Pencils
"reflection" and "shadow" on the handwriting worksheets.
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Reflection
Shadow
Shadow
Understanding Reflection & Shadows
Shadows and reflections are the effects of light.

Shadows are formed when an object blocks a source of light.
Reflections are formed when light bounces off of an object.
In the picture above, the mirror creates a reflection because
light bounces off of it instead of being blocked by it. Likewise,
the apple creates a shadow because light is blocked by it
instead of being able to bounce off of it.
Shadow Matching - Level 1
reflection
reflection
shadow
shadow
SCIENCE Ages 4-6

Visible & Invisible Light
Supplies
What to do:
Needed: Activity 1 (Ages 4-6): Review both posters and answer questions as they arise.
1. "Visible & Invisible Repeat if desired.
Light" AND Activity 2 (Ages 4-6): Gather the container, water, milk and flashlight. Fill the
"Wavelength of
container about 2/3 of the way full with water. Ask your child(ren) to hold the
Light" posters,
flashlight so that it shines through the container while you mix in the milk. Now,
printed, laminated
& hung at the ask your child(ren) to make a hypothesis about what will happen to the light
child's eye level when they look at the container from various angles. Remind them that a
(attached) hypothesis is an educated guess, and we can base our hypothesis this time on
2. Clear plastic what was learned while reviewing the "Visible & Invisible Light" as well as the
container "Wavelengths of Light" posters. Now, have your child(ren) look at the container
3. Water from various angles, including the side and far ends. Depending on their
4. Milk
position, they should be able to perceive different colors in the light beam, from
5. Flashlight
blueish in the center to orange at the end. This happens because blue light has
6. Light handwriting
worksheet, printed a shorter wavelength and is more easily scattered, so it appears closest to the
(one per child, flashlight. Orange light, on the other hand, is harder to scatter because it has a
attached) longer wavelength. Discuss your results. For children who are writing, have
7. Pencils them write down both their hypothesis and results.
Activity 3 (Ages 5-6): If desired, invite your child(ren) to trace and write the word
"light" on the light handwriting worksheet.
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Visible & Invisible Light
We see light from the Sun every day. It takes about 8 minutes for light to travel from the
Sun to the Earth, so the light you see now left the Sun about 8 minutes ago.
The light humans are able to see is only a small portion of the light on Earth.
We call light we can see "visible light" or the "visible spectrum of light."
All other light is called "invisible light" and includes ultraviolet waves from the Sun, waves
given off by radios and waves produced by x-ray machines.
Both visible and invisible light are measured in waves. Which light waves we can see
depends on the length of the light wave itself. Light with very long or very short waves
can not be seen by the human eye.
Wavelength of Light
Light waves are measured in nanometers, which is one billionth of a meter (that's
REALLY small!)
Visible light waves range from approximately 400 nanometers to 700 nanometers.
Visible light includes all of the colors of the rainbow: red, orange, yellow, green, blue,
indigo & violet.
Red light has the longest wavelength of all visible light.
Violet light has the shortest wavelength of all visible light.
Light is a type of energy that makes it possible to see.
Light a type of energy that makes it possible to see.
light
light
SCIENCE Ages 4-6

Sound Waves
Supplies
What to do:
Needed:
Activity 1 (Ages 4-6): Review all three posters slowly, and one at a time.
1. Three sound
Answer questions as they arise. Repeat if desired.
wave posters,
printed, Activity 2 (Ages 4-6): Slowly and deliberately, arrange the rubber bands
laminated & from thickest to thinnest (like a guitar) over the container's open side.
hung at the Describe what you're doing to your child(ren). Then, ask your child(ren) to
child's eye level make a hypothesis about what will happen to the sound when the rubber
(attached) bands are plucked or strummed, like a guitar's strings. Remind them that a
2. Rubber bands hypothesis is an educated guess, and we can base our hypothesis this time
of various sizes
on what was learned while reviewing the sound waves posters. Now, ask
and thickness
your child(ren) to pluck each rubber band and discuss what is observed.
3. A container with
Note that the thinner rubber bands create a higher sound/pitch than the
an open top (a
thicker ones. Place a pencil across the rubber bands perpendicularly at
toilet paper roll
would work in a different spots and discuss the changes in sound when the bands are
pinch) plucked. Discuss that when the pencil is laid across the rubber bands like a
4. Handwriting fret on a guitar, it dampens the sound and changes the pitch that the
worksheet, rubber bands create. ENJOY!
printed (one per
Activity 3 (Ages 5-6): If desired, invite your child(ren) to trace and write the
child, attached)
word "sound" on the handwriting worksheet.
5. A pencil
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Amplitude and Wavelength
Recall that light travels in waves and that the length of the light wave determines what
color our eyes see.
Similarly, sound also travels in waves and the length of the sound wave determines what
sound our ears hear.
The wave length of a sound is the distance between wave peaks.
Wave length determines the pitch, or frequency, of the sound (how high or low
something sounds).The longer the wave is, the lower the pitch is.
The amplitude of a sound wave is the measure of the height of the wave.
The amplitude of a sound wave determines its loudness or volume.
Types of Notes
Recall that wave length determines the pitch, or frequency, of a sound. The longer the
wave is, the lower the pitch is. The shorter the wave is, the higher the pitch is.
Recall that the amplitude of a sound wave is the measure of the height of the wave. The
amplitude of a sound wave determines its loudness or volume.
The taller the amplitude of a wave, the louder the sound. The shorter the amplitude of a
wave, the softer the sound.
Together, sound waves and amplitudes will create different pitches. We symbolize the
pitch of a sound using musical "notes." They look like this:
Audible & Inaudible Sound
Audible sounds are sound waves that the human ear can hear. These audible sound
waves are between 20 Hz and 20,000 Hz.
Inaudible sounds are sound waves that the human ear can NOT hear. These inaudible
sounds are sound waves below 20 Hz or above 20,000 Hz. Sound waves below 20 Hz
are called infrasonic sounds. Sound waves above 20,000 Hz are called ultrasonic sounds.
Infrasonic sounds are low-frequency sounds that the human ear cannot hear. Animals
such as giraffes and whales can hear and communicate using infrasound.
Ultrasonic sounds are high-frequency sounds that the human ear cannot hear. Animals
such as bats and dolphins use ultrasound to communicate.
Sound is a type of energy that is made up of vibrations that we can hear.
Sound is a type of energy that is made up of vibrations that we can hear.
sound
sound
Science
PART 4
Being a Scientist:
Measuring & Instruments
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Geography
SCIENCE Ages 3-6
Being a Scientist: Measuring & Instruments:

Observing with Magnifying Glass
Supplies What To Do:

BEFORE YOU BEGIN: Randomize the "Snowflake Matching"
Needed: printables, then place into two small bowls: one with the large
snowflakes and one with the small snowflakes. Then, place these
1. "Magnifying Glass"
bowls and a magnifying glass on a tray. Set aside.
poster, printed,
laminated and hung at Activity 1: Invite your child(ren) to look at the "Magnifying Glass"
the child's eye level poster. Read and discuss. Talk about how you can see small objects
with the help of a magnifying glass.
(attached)
2. Inexpensive Activity 2: Present the snowflake matching activity tray to your
magnifying glass such child(ren). Say, "Did you know that every snowflake that falls is
as this one. unique? It's true!" Slowly and deliberately, present the bowl of large
snowflakes. Say, "Here I have 12 different, totally unique snowflakes."
3. "Snowflake Matching"
Slowly and deliberately, present the bowl of small snowflakes. Say,
printables, printed,
"Each of the 12 small snowflakes in this bowl match one of the 12
laminated and
large snowflakes in the other bowl." Now present the magnifying
trimmed along blue glass. Say, "Let's use the magnifying glass to match the snowflake
lines (you will need pairs." Model the process for the first snowflake. When your child(ren)
one set of 24 is ready, invite them to complete the work independently.
snowflakes per child -
Extension Activity: Invite your child(ren) to go outside with their
12 large and 12 small) magnifying glass and explore. Bring paper and paints so your
child(ren) can record their observations pictorially. Enjoy!
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Magnifying Glass
A magnifying glass is a lens that can be used to make

objects appear to be larger than they really are.
Snowflake Matching
Snowflake Matching
SCIENCE Ages 4-6

Initial Exploration with a Simple Microscope
Supplies
What To Do:
Needed: BEFORE YOU BEGIN: Place the objects of interest in a small
bowl. Then place the bowl, paper, art supplies and microscope
1. "Microscope" poster, printed,
on a tray. On another tray, place the parts of a microscope
laminated and hung at the
printable, scissors, glue and pencil. Set aside/shelf.
child's eye level (attached)
2. Various objects of interest to Activity 1 (Ages 4-6): Invite your child(ren) to look at the
view under the microscope "Microscope" poster. Read and discuss. Talk about how you can
see small objects with the help of a microscope and define
such as coins, stamps, flower
some of the ways a microscope is different from a magnifying
petals, leaves, tree bark, nut
glass.
shells, feathers, fruit peel,
wool, cotton, and/or silk Activity 2 (Ages 4-6): Present the tray of supplies to your child.
Say: "Let's look at a few things under the microscope. We can
3. A microscope: a good
draw what they look like using only our naked eyes, and then
inexpensive option for this
draw what they look like when magnified under the
age group is this one.
microscope." Model the process of observing an object using
4. Paper your naked eye, then drawing a quick sketch of it. Next, place
5. Pencils the object on the microscope, look at it carefully, and draw
6. Art supplies such as another sketch of what it looked like under the microscope.
markers, crayons or colored Invite your child to continue this work independently. Discuss
pencils the differences observed (naked eye vs microscope) with your
7. Parts of a Microscope child.
printable, printed (attached) Extension Activity 3 (Ages 5-6): Provide the parts of a
8. Child safety scissors microscope tray. Work with your child to identify, cut, paste &
9. Glue sticks write the various parts of a microscope.
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Microscope
A microscope is similar to a magnifying glass in that it makes

very small objects look larger. In fact, objects that cannot be seen
by the naked eye can be seen under a microscope.
One difference between a magnifying glass and a microscope is
that a magnifying glass uses one lens to magnify an object while
a microscope uses two or more lenses.
Another difference is that magnifying glasses can be used to view
opaque and transparent objects, but a compound microscope
requires an object to be thin enough for light to pass through.
Finally, a magnifying glass uses ambient light from the sun or
light bulbs in the area, while a microscopes uses a light source
(from a mirror or a built-in lamp) to illuminate the object.
Microscope head eyepiece
Microscope
nose piece arm
objective
lenses
stage clips
stage
focusing
knob
illuminator
base
Label the
Microscope
Cut and Paste
Label the Microscope
Cut and Paste
focusing objective
arm knob lenses
base head stage
eye piece illuminator stage clips
nose piece
Microscope
nose piece arm
objective
lenses
stage stage clips
focusing
knob
illuminator
base
Microscope
nose piece arm
objective
lenses
stage stage clips
focusing
illuminator knob
base
SCIENCE Ages 4-6

Initial Exploration with Binoculars
Supplies
What To Do:
Needed:
1. "Binoculars" poster, Activity 1: Invite your child(ren) to look at the "Binoculars" poster.
printed, laminated and Read and discuss at an age appropriate level.
hung at the child's eye Activity 2: Invite your child on a nature walk where they bring their
level (attached) binoculars and explore far away things like birds, tall treetops,
2. Inexpensive binoculars clouds, and airplanes. Talk about what you see and enjoy this
such as this one. special time with your child(ren). If desired, draw or write about
3. A little extra time what you saw when you return home.
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Binoculars
Binoculars magnify far away objects to make them easier

to see.
To magnify an object is to make it look larger.
Binoculars are really fun to bring on nature walks - you
can see clouds, birds, and tall trees close up using your
binoculars!
SCIENCE Ages 4-6

Introduction to a Scientific Scale
Supplies
What To Do:
Needed: BEFORE YOU BEGIN: Place the hanger on a door knob. Using your string, tie each
of the two small buckets to either end of the hanger as in the picture above.
1. "Scientific
Scale" poster, Activity 1: Invite your child(ren) to look at the "Scientific Scale" poster. Read and
printed, discuss at an age appropriate level.
laminated Activity 2: Say to your child(ren): "Let's do an experiment to learn more about weight
and hung at and mass. Will you please help me gather a few sticks, coins and marbles?" Gather
the child's the materials with your child(ren). Then, present the homemade scale.
eye level Next, work with your child(ren) to measure out how many sticks would balance
(attached) against one marble. Say to your child(ren): "Let's balance exactly 1 marble with
sticks. How many sticks do you think are equal to one marble?"
2. A hanger
3. Two strings Ask your child(ren) to make a hypothesis about how many sticks they think will
4. Two small equate to one marble. If desired, your child(ren) can write or illustrate their
hypothesis on a piece of paper. Once complete, ask your child(ren) to place the
buckets
marble into a bucket and sticks one-by-one in the other bucket until the two balance
5. Sticks
out. Assist younger children as needed.
6. Marbles
Allow the student(s) to record his or her findings on their paper and discuss their
findings with them. Ask the child(ren) to explain what happened during the
experiment to you. What did they find most interesting? Did they think that the
sticks would be heavier or lighter? Repeat the experiment with more marbles or
other objects if your child(ren) is wanting to continue.
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Scientific Scale
Scientific scales are used to measure the weight and

mass of many different kinds of solids, liquids, or powders.
Weight is how heavy an object is due to gravity.
Mass is how much space an object takes up.
SCIENCE Ages 4-6
Rulers & Measuring Tapes
Preparing the Environment
Supplies
What To Do:
Needed:
Hang the poster in the learning environment at the student's
1. The "Measurement"
eye level.
poster, including the
ruler, printed and
laminated (attached)
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Measurement
the size of an object
Height: How tall an object is.
Length: How long an object is.
1 2 3 4 5 6
Ruler: a tool used for measuring.
SCIENCE Ages 4-6

Rulers & Measuring Tapes
Supplies
What To Do:
Needed:
1. "Measurement" poster, Presentation
1. Begin by inviting your student(s) to investigate the "Measurement"
poster. Point to and read through how we can use a standard unit
of measurement such as an inch to measure height and length.
level
2. Provide the first "Standard Measurement" worksheet. Tell your
2. "Standard
child(ren) that, in these worksheets, we will be measuring using our
Measurement"
ruler, in the standard unit of inches.
worksheets, printed,
3. Work with the child(ren) to use his or her ruler and record the
(attached) number of inches for the height and length of each object.
3. Ruler or ruler printable,
printed, laminated, and
trimmed (attached)
4. Pencils
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Please print, laminate and trim the ruler below so
that your child(ren) can use it throughout this
worksheet, if you don't already have a ruler. The
ruler is exactly 6 inches.
1 2 3 4 5 6
Measure the height and length of the objects below using your ruler.
Write your answers on the right side of the page.
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
Height: inches
Length: inches
SCIENCE Ages 4-6
Being a Scientist: Measuring and Instruments:

Scientific Instruments Three-part Cards
Supplies
What to do:
Needed: Before You Begin:
1. The attached Print the attached 3-Part Cards printable. Simply cut the black lines to make
3 part cards, a picture card, a label card and a control card. Laminate for added durability.
printed in
Presentation
color,
Begin with the activity appropriate for your child(ren)'s developmental
laminated
and trimmed. stage. Only introduce the subsequent level when your child(ren) can
You will need independently complete the current level and correct their own errors.
one set per Activity 1: Lay out the control cards. Using slow, deliberate movements
child match the pictures. (Start with fewer cards for younger children)
(attached)
Activity 2: Lay out the control cards and match the pictures. Then match the
labels.
Activity 3: Lay out the pictures. Read the labels and match them. Then, use
the control cards to check for accuracy.
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microscope microscope
bunsen burner bunsen burner
flask flask
test tube test tube
pipette pipette
mortal & pestle mortal & pestle

test tube clamp test tube clamp
evaporating dish evaporating dish
forceps forceps
safety goggles safety goggles
stop watch stop watch
thermometer thermometer
beaker beaker
funnel funnel
petri dish petri dish

binoculars binoculars
magnifying glass magnifying glass
scientific scale scientific scale

Science
PART 5
Being a Scientist:
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Geography
SCIENCE Ages 4-6
Being a Scientist: Observing & Recording: Representing Observations

Verbally, Pictorially, in Writing, with Digital Media & with Graphs
Supplies
What To Do:
Needed: STEP 1: Explain that today, we are going to start with a scavenger hunt! Our goal is to find
1. One small
objects in three colors: red, yellow and blue. When we are done with our scavenger hunt, we
basket or
other will describe what we found in a few different ways.
container STEP 2: Give the child(ren) about five minutes to locate and bring back colorful objects. Make
per child sure your child(ren) have enough time to find a good variety of objects so that they can use
2. Attached, lots of different descriptive terms to describe them.
"Search The
Room STEP 3: Sit down with your child(ren) and look at the items they found. Offer a magnifying
Activity" glass for close inspection. Ask your child to describe what they see using descriptive words
worksheets, such as hard, soft, sharp, dull, heavy, light and so on.
printed in
STEP 4: Provide your child(ren) with the first "Search the Room Activity" worksheet (pictured
color (one
on the left, above). Ask your 4-6 year old child(ren) to draw what they found using crayons or
set per child)
3. Magnifying markers in the large empty box at the top of the page. Ask your 5-6 year old child(ren) to
glass (one describe what they saw in writing.
per child) STEP 5: Provide your child(ren) the opportunity to photograph what they found using a
4. Crayons digital camera or cell phone. If your child(ren) is REALLY into this part, you can print the
and/or
photos and glue them to the back of the first "Search the Room Activity" worksheet as an
markers
extension activity.
5. Digital
camera or STEP 6: Work with your child(ren) to count each object, one by one, first identifying its color
phone with and then coloring in one corresponding box on the attached bar graph sheet per item.
camera Compare the results and discuss how this is data that we collected and now we can easily
6. Glue see our results in a bar graph. Ask the child to explain the results to another family member.
(optional) ENJOY and repeat if desired.
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Search the Room Activity
Draw the items that you found. This is called "recording
your observations using drawings."
Write about the items that you found. This is called

"recording your observations in writing."
_
_
_
_
_
Search the Room Activity: My Bar Graph
10
9
8
7
6
5
4
3
2
1
Red Yellow Blue
Items Items Items
Science
PART 6
Being a Scientist:
Conducting Investigations
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Geography
SCIENCE Ages 3-6
Being a Scientist: Conducting Investigations:
Introduction to the Scientific Method
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Scientific Method"
1. "The Scientific
poster. Say to your child(ren): "The scientific method is a process that
Method" poster,
scientists use to study the world around them." Slowly and deliberately, point
printed, laminated &
hung at the child's to each step in the method while naming it aloud. Ask questions like: "What
eye level (attached) do you think the scientific method is for?" "Why do you think scientists use
2. "The Scientific the scientific method?" Speak without judgment or correction.
Method" mini-book, Activity 2 (Ages 3-6): Tell your child(ren) that they made great hypotheses
printed, laminated & about the scientific method during the last activity. Invite them to read "The
trimmed (attached)
Scientific Method" mini-book to learn more. When complete, ask your
3. "The Scientific
child(ren) which of their hypotheses about the scientific method were
Method
correct, and which were incorrect. Re-read as desired.
Documentation"
worksheet, printed Activity 3 (Ages 4-6): Ask your child(ren) to think about all of the fun
(one per child, experiments you've done and to select their absolute favorite one to do
attached) again. Pull the lesson plan from prior, but this time, have your child(ren) write
4. Scientific Method or draw each step of the scientific method in the attached "Scientific Method
handwriting
Documentation" worksheet. Talk to your child(ren) about how using the
worksheet, printed
method changed the experience. Ask them if they learned anything new
(one per child,
through their use of the scientific method.
attached)
5. Pencils, crayons, etc... Activity 4 (Ages 5-6): Complete the handwriting worksheet, if desired.
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The Scientific Method
the scientific method - to give your students a wide variety of
The scientific method is a process that scientists use to study the world
around them. It doesn't matter what the scientist is trying to learn!
1 Using the scientific method can help them come up with an answer.
Step 1: Make Observations

Look around. What do you see? Listen. What do you hear?
Touch. What do you feel? The answers to these questions are
your observations about the world around you.
2 Example: I see dry rocks.
Step 2: Ask a Question
Think about what you just observed. What did you see, hear and
feel? Do you have any questions about those things?
Do you wonder what would happen if... something changed?
Or, why something is the way that it is?
3 Example: I wonder what will happen if the rocks get wet.
Step 3: Create a Hypothesis

Now that you have a question, try to predict what the answer
will be. This prediction is an educated guess called a hypothesis.
Example: I think the rocks will be slippery when wet.
4
Step 4: Conduct an Experiment
Next you will conduct an experiment to test your hypothesis.
A key to good experiments is to only change one thing at a time.
The thing that changes is called the variable.
5 Example: use a spray bottle to get the rocks wet.
Step 5: Draw a Conclusion

Now that you've conducted your experiment, you have some
new information. You will write or draw what you learned, and
compare it to your original hypothesis. Was your hypothesis
correct? Did you learn anything new?
Example: my hypothesis was correct; the rocks were slippery
6 when wet. i also learned that rocks look shiny when wet.
Step 6: Share & Discuss Results
When scientists conduct an experiment and draw conclusions
from it, they write up a report to share with other scientists.
The other scientists then evaluate their methods, repeat their
experiments, or build on what they did to learn more.
Example: your rocks were slippery and shiny when wet with
7 water. i wonder what would happen if i wet rocks with oil?
Why is using the scientific method important?

The scientific method helps make sure that answers are correct and that those
correct answers are obtained through careful, documented planning.
It allows the field of science to be documented and to grow over long periods of time.
Kids just like you can use the scientific method, too! If we all work together and use
the scientific method consistently, the pieces of the puzzle that is our universe will
8 eventually come together to form a clear picture.
The Scientific Method Documentation Worksheet
Make Create a
Ask a question.
observations. hypothesis.
Conduct an Share &

experiment. Draw a conclusion.
discuss results.
The scientific method is a process that scientists use to study the world around them.
The scientific method is a process that scientists use to study the world around them.
scientific method
scientific method
Science
PART 7
Exploring Nature
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Geography
SCIENCE Ages 3-6
Exploring Nature: Understanding the Seasons
Activity 1
Activity 2 Activity 2 Activity 3 Activity 3 Activity 3
Step 1 Step 2 Step 1 Step 2 Step 3
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Understanding the Seasons" poster. Read and
discuss, answering questions as they arise.
1. "Understanding
the Seasons" Activity 2 (Ages 3-6):
poster, printed, Step 1: Display the four inner circle pieces while inviting your child(ren) to "build the seasons
laminated and puzzle." Remind your child(ren) that we experience four seasons each year: winter, spring,
hung at the summer, and autumn. Say, "Each season is represented with a piece of this puzzle." Assemble the
child's eye level puzzle with your child(ren), pointing to each piece while naming the seasons aloud.
2. "Understanding Step 2: Present the four large, rectangular seasons cards to your child(ren). Slowly and
the Seasons" deliberately, pick up the winter card. Read the season ("winter") and discuss the three pictures
with your child(ren). Then, place the card next to the corresponding piece of the seasons puzzle.
printable, printed,
Repeat with the 3 remaining seasons. When complete, name the seasons aloud & in order, while
laminated, and
pointing to each. Remove the seasons cards, randomize them & ask your child(ren) to repeat the
trimmed
process independently.
Activity 3 (Ages 5-6):
Step 1: Say: "Notice how each season has its' own special color: white for winter, green for spring, red for summer &
yellow for autumn. Can you help me build the seasons puzzle again?" Repeat Activity 2, Steps 1 & 2, with your child(ren)
leading the activity this time. Next, provide the small, color coded characteristics cards. Ask your child(ren) to sort them
by color and then place them with the correct season. Model by moving the first card to its' correct location near the
season card, as shown above. Allow your child(ren) to take this process over when ready.
Step 2: Remove the characteristics cards. Slowly & deliberately move the seasons cards 6 inches away from the four
inner circle pieces. Say: "It takes the Earth 12 months to revolve around the Sun. During these 12 months, we have 4
seasons. This means that each season lasts for 3 months." Display the 3 outer circle month pieces for winter. Say: "The 3
months of winter are December, January & February." Slowly & deliberately move each piece into place. Repeat for the 3
remaining seasons. When complete, name the months of each season aloud while pointing to each. Remove the outer
circle month pieces, randomize them & ask your child(ren) to repeat the process independently.
Step 3: Remove the large outer circle month pieces. Slowly & deliberately, move the large, rectangular seasons cards
back toward the four inner circle pieces. Display the randomized small month cards and ask your child(ren) to assign the
months to each season. Work with the child(ren) until they are able to complete the task independently. ENJOY!
Extension Activity (Ages 5-6), Optional: Complete the handwriting worksheets, if desired.
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spring
winter
Sun
summer
autumn
Understanding the Seasons
We live on a planet called Earth.

The Earth is a sphere that revolves around a star that we call the
Sun. The Sun is our planet's only heat source.
As the Earth revolves around the Sun, different parts of the Earth
move closer and further away from the red, hot Sun.
This movement is what causes the Earth's four seasons.
*Parents, please note that the image on this poster displays the seasons of the Northern Hemisphere only.*
Understanding
the Seasons
Understanding
the Seasons
Labels for Understanding the Seasons
January February March April
May June July August
September October November December
snowflakes ice frost
flowers rain sprouts
strawberries sun insects
pumpkins wind leaves

summer
autumn
spring
winter
There are four seasons in each year: winter, spring, summer & autumn.
winter
winter
spring
spring
summer
summer
autumn
autumn
SCIENCE Ages 3-6
Exploring Nature: Collecting, Describing, Sorting
& Classifying Specimens from Nature
Supplies
Needed: What to do:
Activity 1 - Collection: Say to your child(ren): "Today, we are going on a scavenger hunt
1. "Scavenger Hunt"
in the backyard/neighborhood/park! We will be collecting quite a few items from
checklist with
nature. Here is what we're looking for." Hand the child(ren) the laminated Scavenger
images, printed and
Hunt checklist with images, a bucket/bag and an expo marker. Get outdoors and
laminated
(attached) have fun conducting the scavenger hunt. Use the expo marker to check off what you
2. Expo marker (one find as you encounter different items. Take as long as you want. Meander down
per child) winding paths and enjoy this process! Talk about what you find using descriptive
3. Bucket or bag (one terminology for your child(ren) to recall in later activities.
per child)
Activity 2 - Description: Invite your child(ren) to a workspace prepared with the
4. "Scavenger Hunt"
Scavenger Hunt Activity Worksheet, pencils, crayons and markers. Ask your child(ren)
Activity Worksheets
to bring their scavenger hunt bag or bucket along with them. Read through the
(2 pages), printed
(attached) worksheet and work with your child(ren) to draw what (s)he found. For children who
5. Pencils are writing, also ask the child to write a descriptive word or sentence.
6. Crayons Activity 3, Extension - Description: Repeat Activity 2 using the magnifying glass.
7. Markers
8. Magnifying glass Activity 4 - Sorting & Classifying: In this activity, your child(ren) will decide which
9. Scavenger Hunt characteristics to use for sorting and classifying. To help them get started, you might
customizable sorting have them sort hard vs soft. Ask them about their items and help them brainstorm
mat, printed and ways to sort & classify. When ready, present the blank sorting mat and expo marker.
laminated Have your child(ren) draw pictures of their criteria for sorting in the circles. For older
(attached) children, ask them to write the criteria for sorting in the space provided.
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Scavenger Hunt
brown leaf green leaf yellow flowers
purple flowers something soft a straight twig
a "Y" shaped twig pebbles rocks
something fuzzy something hard something green

Scavenger Hunt Activity
Look carefully at the items you found and draw them in the box
below. This is called "recording your observations using drawings."
Describe the items that you found in the space below. This is called
"recording your observations in writing."
_
_
_
_
_
Scavenger Hunt Activity
Look carefully at the items you found, this time using a magnifying
glass. Draw what you see in the box below.
Think about what your items looked like under the magnifying
glass and describe them in the space below.
_
_
_
_
Did your observations change when you used your scientific
instrument? Describe how they changed in the space below.
_
_
Science
PART 8
Classification of
Plants & Animals
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Geography
SCIENCE Ages 3-6
Classification of Plants & Animals: Living and Non-Living
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Read the "Characteristics of Living Things"
1. "Characteristics of Living Things" mini-
mini-book. Ask your child(ren) for examples of living and non-
book, printed, laminated, trimmed &
bound (attached)
living things.
2. Characteristics of Living Things cut & Activity 2 (Ages 4-6): Invite your student(s) to complete the cut
paste worksheet, printed (attached)
& paste worksheet (reference the mini-book as needed).
3. Living and Non-Living Things sorting
cards, printed, laminated & trimmed Activity 3 (Ages 3-6): Complete the sorting activity. Slowly and
(attached) deliberately, place the sorting mat in front of the student(s).
Model picking up, naming and placing one of the sorting cards
mat, printed & laminated (attached)
appropriately. Invite your child(ren) to continue independently.
task control card (attached) For younger learners, start with a small number of cards and
6. One glue stick per student work your way up to more over time. When complete, give your
7. One pair of child safety scissors per child(ren) the control card to check their work.
student
8. (Ages 5-6): "What do Living Things Extension Activity (Ages 5-6): Read the "What do Living Things
Need" mini-book, printed, laminated, Need?" mini-book and discuss. Reference your continent
trimmed & bound (attached) studies to compare how people all over the world meet their
9. Optional: Old magazines -- Nat Geo if
needs. If desired, make a collage with pictures from magazines
you can find them! (I recommend FB
showing how different cultures meet their needs.
Marketplace if you're looking.)
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Characteristics of Living Things
Living vs Non-Living things - to give your students a wide variety
of sensorial ways to learn. This process helps children build self-
Our world is full of living and non-living things.
1 For example, a cat is living, but rocks are non-living.
Living things have 7 important things in common.

2 These things are called characteristics.
Characteristic 1: Living Things Move
All living things move on the inside. Some also move
on the outside. For example, your heart beating is one
of the ways you move on the inside. This bird is
3 moving on the outside by flying.
Characteristic 2: Living Things Reproduce

All living things create young. Tigers have cubs, like you
see in the picture above. Dogs have puppies. Even plants
4 reproduce. Many make seeds that grow into new plants.
Characteristic 3: Living Things Grow
All living things grow, becoming larger and more complicated
as they do so. Your legs get longer when you grow. Some
animals like butterflies go through remarkable changes as
5 they go through a process called metamorphasis!
Characteristic 4: Living Things Respire

All living things exchange gases with their environment.
This child is breathing by yawning. By doing so, he is
6 breathing in oxygen and breathing out carbon dioxide.
Characteristic 5: Living Things Excrete Waste
All living things remove waste from their bodies in
a process called excretion. When you use the
7 potty, you are excreting waste!
Characteristic 6: Living Things Feed

All living things take in energy from their environment. This
helps them stay healthy. This squirrel is feeding on an acorn.
8 What do YOU like to eat?
Characteristic 7: Living Things React to Changes
All living things respond to stimuli. Humans react to touch, light
and temperature changes. Did you know that sunflowers react
9 to the movement of the sun by turning to face it?
10 All of the things pictured here are living.

11 All of the things pictured here are non-living.
Characteristics of Living
Things Cut & Paste
Movement
Respiration
Reactivity
Growth
Reproduction
Excretion
Feeding
LIVING NON-LIVING
Living vs Non-Living
LIVING NON LIVING
What do Living Things Need?
Living vs Non Living Things - to give your students a wide
variety of sensorial ways to learn. This process helps children
build self-confidence and critical thinking skills.
You already know how to tell if something is living or non-living.
Now, we will learn about five things that all
1 living things need in order to survive.
Need 1: Sunlight
All living things need energy from the sun.
2 Some living things like you and I also get heat from the sun.
Need #2: Water
All living things need water.
Some living things like whales and dolphins live in water.
3 These animals use water as their habitat, or place to live.
Need #3: Air

The air we breathe is made up of many gases, but the two most
important are oxygen and carbon dioxide. Without oxygen,
4 animals will die. Without carbon dioxide, plants will die.
Need #4: Food (Nutrients)
All living things need energy to grow, reproduce
and move. Living things get energy in different
ways, but they all must have it. How do you get
5 energy? What are your favorite foods?
Need #5: A Habitat with Just the Right Temperature

Every living thing needs a place to live that is just the right
6 temperature -- too hot or too cold and it won't survive.
Limiting Factors:
Certain things in the environment can prevent a living thing from
surviving. Those things are called "limiting factors." Examples of
limiting factors include landforms and water bodies, Can you think
of a landform that would be hard for you to live on?
7 Could you live in a lake? What about on an island?
SCIENCE Ages 3-6
Classification of Plants & Animals:
Kingdoms of Life; Plants, Fungi and Animals
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Review all four posters slowly, and one at a time.
1. "Four Kingdom of Life" Answer questions as they arise. Repeat if desired. Go outside and see
if you can find an example of each: plant, fungus and animal.
posters, printed, laminated &
hung at the child's eye level Activity 2 (Ages 3-6): Complete the Plant vs Fungus vs Animal sorting
(attached) activity. Slowly and deliberately, place the sorting mat in front of the
2. Plant vs Fungus vs Animal student(s). Model picking up, naming and placing one of the sorting
sorting cards, printed, cards appropriately. Invite your child(ren) to continue independently.
For younger learners, start with a small number of cards and work
laminated & trimmed
your way up to more over time. When complete, give your child(ren)
(attached)
the control card to check their work.
3. Plant vs Fungus vs Animal
sorting mat, printed & Activity 3 (Ages 4-6): Place the control cards at the top of the
laminated (attached) workspace. Slowly, name the kingdoms of life aloud while touching
each one, then point to the kingdom's name below. Continue for each
4. Plant vs Fungus vs Animal
card. (For young children, start with only 2 or 3 cards). Then, present
sorting task control card,
the image cards one at a time and say the name of the kingdom aloud.
printed (attached)
Place the image card beside the corresponding control card. Finally,
5. Kingdom of Life 3 part cards, you can present the label cards, one at a time, by simply reading the
printed, laminated and label and then matching to the corresponding image card. Place the
trimmed (attached) label beneath the image card. Your student(s) is now ready to work
6. Kingdom of Life 3 part independently!
tracing cards, printed and
Activity 4 (Ages 5-6): Repeat Activity 3, but allow your student(s) to
trimmed (attached) trace the names of the kingdoms prior to starting the activity.
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6 KINGDOMS OF LIFE
Living Non-Living
Archaebacteria Eubacterica Protista Fungi Plantae Animalia
Scientists group living things into 6 kingdoms: Archaebacteria, Eubacteria, Protista, Fungi,
Plantae, and Animalia. The living things in each kingdom are similar in certain special ways.
You are most familiar with the plant and animal kingdoms. As you can see, they are very
diverse and broad groupings. A blade of grass and a giant tree seem different, but both are
plants. Lions and butterflies are different, but both are animals.
Organizing living things into different groups is called taxonomy.
FUNGI
Living

Living
The Kingdom Fungi includes thousands of species of

fungus. The fungus you know best is a mushroom.
Unlike plants, fungi can not make their own food. They
absorb nutrients from other plants and animals close by.
Fungi live in the water, on the land and even in the air.
Fungi are important! Humans use them for food to eat and
medicine to treat diseases. But, we must be careful. Some
Fungi can make food go bad quickly and worse - cause Fungi
sickness.
PLANTS
Living

Living
The Kingdom Plantae includes all the different kinds of

plants, such as trees, bushes and flowers.
Unlike fungi, plants can make their own food. During a
process called photosynthesis, plants use carbon dioxide,
water and sunlight to make food for themselves.
Plants live in the water (example: lily pad) and on land
(example: trees), and even in the air (example: air plants).
Plants are important! Plants help to give the Earth oxygen, Plantae
which humans like you and I need to breathe.
ANIMALS
Living

Living
The Kingdom Animalia is the biggest of kingdom

classifications because there are more animal species than
there are in any other kingdom. There are over 9 million
known animal species in the world!
Animals can not make their own food, so they eat plants
and/or other animals to survive.
Animals live in the water (example: whales) and on land
(example: cheetahs). They don't live exclusively in the air, Animalia
though some can fly (example: falcon).
You and I are animals!
PLANT FUNGUS ANIMAL
Plant vs Fungus vs Animal
PLANT FUNGUS ANIMAL
Archaebacteria Archaebacteria
(Archaeans) (Archaeans)
Eubacteria Eubacteria
(Eubacterium) (Eubacterium)
Protista (Protist) Protista (Protist)

Fungi (Fungus) Fungi (Fungus)
Plantae (Plant) Plantae (Plant)
Animalia (Animal) Animalia (Animal)

Protista (Protist) Protista (Protist)

Fungi (Fungus) Fungi (Fungus)
Plantae (Plant) Plantae (Plant)
Animalia (Animal) Animalia (Animal)

Protista_(Protist) Protista_(Protist)
Fungi_(Fungus) Fungi_(Fungus)
Plantae_(Plant) Plantae_(Plant)
Animalia_(Animal) Animalia_(Animal)
Eubacteria (Eubacterium) Eubacteria (Eubacterium)
Protista (Protista) Protista (Protista)

Fungi_(Fungus) Fungi_(Fungus)
Plantae_(Plant) Plantae_(Plant)
Animalia_(Animal) Animalia_(Animal)
SCIENCE Ages 4-6
Major Groups of Plant Kingdom
Supplies
What to do:
Needed:
1. "Plant Kingdom" poster, 3 Activity 1 (Ages 4-6): Review the poster slowly. Answer questions
pages, assembled as as they arise. Repeat if desired. Go outside and see if you can
shown above, printed, find an example of each: a non-vascular and a vascular plant.
laminated & hung at the
Activity 2 (Ages 4-6): Complete the Non-vascular vs Vascular
sorting activity. Slowly and deliberately, place the sorting mat in
2. Non-Vascular vs Vascular
front of the student(s). Model picking up, naming and placing
sorting cards, printed,
one of the sorting cards appropriately. Invite your child(ren) to
laminated & trimmed
continue independently. For younger learners, start with a small
(attached)
number of cards and work your way up to more over time.
When complete, give your child(ren) the control card to check
sorting mat, printed &
their work.
printed (attached)
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Classification of Plants
Non-Vascular Plants Vascular Plants

Have no roots, Use stems and veins to
stems, or leaves transport food and water
Liverworts Hornworts Mosses
Non-Seed Plants Seed Plants
Ferns Horsetails Club Mosses Non-Flowering Plants Flowering Plants
Conifers Cycads Ginkgo Monocots Dicots

(One Seed (Two Seed
Leaf) Leaves)
NON-VASCULAR PLANTS VASCULAR PLANTS
Non-Vascular vs Vascular
NON-VASCULAR PLANTS VASCULAR PLANTS
SCIENCE Ages 3-6
Invertebrates & Vertebrates
Supplies
What to do:
Needed:
1. "Classification of Animals" Activity 1 (Ages 3-6): Review the poster slowly. Answer questions
poster, 3 pages, assembled as they arise. Repeat if desired. Go outside and see if you can
as shown above, printed, find an example of each: an invertebrate and a vertebrate.
laminated & hung at the
Activity 2 (Ages 3-6): Complete the Invertebrate vs Vertebrate
sorting activity. Slowly and deliberately, place the sorting mat in
2. Invertebrate vs Vertebrate
front of the student(s). Model picking up, naming and placing
sorting cards, printed,
one of the sorting cards appropriately. Invite your child(ren) to
laminated & trimmed
continue independently. For younger learners, start with a small
(attached)
number of cards and work your way up to more over time.
When complete, give your child(ren) the control card to check
sorting mat, printed &
their work.
printed (attached)
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Classification of Animals
Invertebrates Vertebrates
Do not have a backbone Have a backbone
Porifera Platyhelminthes Cnidaria Arthropoda Annelida Echinodermata Mollusca
Crustacea Arachnida Insects Myripoda

Cold-blooded Warm-blooded
Fish Reptiles Amphibians Mammals Birds

FISH
Vertebrates
Have a backbone
Vertebrates
Have a backbone
Cold-blooded
Fish
REPTILES
Vertebrates
Have a backbone
Vertebrates
Have a backbone
Cold-blooded
Reptiles
AMPHIBIANS
Vertebrates
Have a backbone
Vertebrates
Have a backbone
Cold-blooded
Amphibians
MAMMALS
Vertebrates
Have a backbone
Vertebrates
Have a backbone
Warm-blooded
Mammals
BIRDS
Vertebrates
Have a backbone
Vertebrates
Have a backbone
Warm-blooded
Birds
INVERTEBRATES VERTEBRATES
Invertebrate vs Vertebrate
INVERTEBRATES VERTEBRATES
SCIENCE Ages 3-6
Animals: Major Groups of Vertebrates
Supplies
What to do:
Needed: Before You Begin: Print and laminate the five vertebrate sorting word cards
1. Vertebrate and twenty vertebrate sorting object cards.
sorting word What to Do: Say, "Today, we are going to sort vertebrate animals based on
cards class. Each animal will either be a fish, reptile, amphibian, mammal or bird." For
(attached) younger children, start with only 2 or 3, then work your way up to all 5 classes.
2. Vertebrate For older children, you may choose between 4 and 5 classes. Slowly and
sorting deliberately, place each of the color sorting word cards at the top of the
object cards workspace, as shown:
(attached)
Point to each word card and read aloud the name each class: fish, reptiles,
amphibians, mammals and birds. Explain that the object cards should be placed
underneath the correct label. For younger learners, start with a small number of
object cards and work your way up to more over time. Model picking up,
naming and placing one of the sorting cards appropriately. Invite your child(ren)
to continue independently. When complete, give your child(ren) the control card
to check their work.
WWW.MULTISORI.COM
Vertebrate Sorting:
Print, laminate & trim the vertebrate word and object cards.
Place vertebrate word cards at the top of the workspace.
Randomize vertebrate object cards.
Provide child(ren) with object cards.
Ask child(ren) to sort object cards based on vertebrate classification.
Fish Reptiles
Amphibians Mammals
Birds
Vertebrate Sorting
Task Control Cards
Fish
Reptiles
Amphibians
Mammals
Birds
SCIENCE Ages 3-6
Major Groups of Plants & Animals
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Review the posters slowly. Answer questions
1. "Classification of Animals" as they arise. Repeat if desired.
posters, printed, laminated Activity 2 (Ages 4-6): Begin with either the Types of Invertebrates or
& hung at the child's eye the Types of Vertebrates 3 part cards. Place the control cards at
level (attached) the top of the workspace. Slowly, name the type of invertebrate or
2. Types of Invertebrates 3 vertebrate aloud while touching each one, then point to the name
part cards, printed, below. Continue for each card. (For young children, start with only
laminated and trimmed 2 or 3 cards). Then, present the image cards one at a time and say
(attached) the name of the invertebrate or vertebrate class aloud. Place the
3. Types of Vertebrates 3 image card beside the corresponding control card. Finally, you can
part cards, printed, present the label cards, one at a time, by simply reading the label
laminated and trimmed and then matching to the corresponding image card. Place the
(attached)
label beneath the image card. Your student(s) is now ready to work
4. Expo markers
independently!
Activity 4 (Ages 5-6): Repeat Activity 2, but allow your student(s) to
trace the names of each class of invertebrate and vertebrate prior
to starting the activity using expo markers. Repeat if desired.
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Invertebrates
Do not have a backbone
Porifera Platyhelminthes Cnidaria Arthropoda Annelida Echinodermata Mollusca
Crustacea Arachnida Insects Myripoda

Vertebrates
Have a backbone

Porifera Porifera
Platyhelminthes Platyhelminthes
Cnidaria Cnidaria
Arthropoda Arthropoda
Annelida Annelida
Echinodermata Echinodermata
Mollusca Mollusca
Porifera Porifera
Cnidaria Cnidaria
Annelida Annelida
Mollusca Mollusca
Porifera Porifera
Cnidaria Cnidaria
Annelida Annelida
Mollusca Mollusca
Porifera Porifera
Cnidaria Cnidaria
Arthopoda Arthopoda
Annelida Annelida
Mollusca Mollusca
Mammals Mammals
Birds Birds
Fish Fish
Reptiles Reptiles
Amphibians Amphibians
Mammals Mammals
Birds Birds
Fish Fish
Reptiles Reptiles
Mammals Mammals
Birds Birds
Fish Fish
Reptiles Reptiles
Mammals Mammals
Birds Birds
Fish Fish
Reptiles Reptiles
Science
PART 9
Introduction to Botany
www.multisori.com
Geography
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Plant
A plant is a living
organism. It grows
in one place and
makes its own
food from sunlight.
plant plant

Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Plant" poster. Read
1. "Parts of a Plant" and discuss the different parts of the plant while pointing to each one. Ask your
poster, printed, child(ren) to repeat the parts of the plant aloud.
laminated and hung at Activity 2 (Ages 4-6): Present the whole plant and scissors to your child(ren). Say to your
the child's eye level child(ren): "A great way to learn about the parts of a plant is to dissect one. Dissecting
(page 1 of attached means to cut apart and examine closely. Let's dissect this whole plant together!" Allow
documents) your child(ren) to cut apart the leaves and stem of the plant. If potted, assist your
2. "Parts of a Plant" cut & child(ren) to unearth the roots, shake off the dirt and examine the roots. Take it slowly.
paste activity, printed Reiterate the correct terms for each part of the plant throughout.
(pages 2 & 3 of
attached documents) Activity 3 (Ages 4-6): Work with your child(ren) to complete the cut & paste activity. Ask
3. "Parts of a Plant" your child(ren) to identify and name each part of the plant.
tracing activity, printed Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet. Ask
(pages 4 & 5 of your child(ren) to identify and name each part of the plant.
attached documents)
Activity 5 (Ages 4-6): Work with your child(ren) to complete the coloring activity.
4. Color the "Parts of a
Plant" activity, printed Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly, name
(page 6 of attached the plant parts aloud while touching each one, then point to the part's name below.
documents) Continue for each card. (For very young children, start with only 2 or 3 cards). Then,
5. A whole plant present the image cards one at a time and say the name of the plant part aloud. Place
6. Child-safe scissors the image card beside the corresponding control card. Finally, you can present the label
7. Glue sticks cards, one at a time, by simply reading the label and then matching to the
8. Three part cards corresponding image card. Place the label beneath the image card. Your student(s) is
(control cards, image now ready to work independently!
cards & labels) PLUS
definition cards, printed, Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match the
laminated and trimmed labels independently. Read each definition card to your child(ren), and ask them to
(attached) match it with the appropriate plant part. If desired, your child(ren) can illustrate and
9. Colored pencils assemble a booklet using the blank plant three part cards and the definition cards.
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Plant
flowers Plant
leaves
fruits
stem
roots
Label the Plant
Cut and Paste
Label the Plant
Cut and Paste
flowers leaves stem
fruits roots
Plant
flowers Plant
leaves
fruits
stem
roots
Plant
flowers Plant
leaves
fruits
stem
roots
Color the Plant
flowers
fruits
leaves
roots
stem
plant stem
plant stem
roots leaves
roots leaves
flowers fruits
flowers fruits
A plant is a living
organism. It grows The stem is the
in one place and main body of the
makes its own plant.
food from sunlight.
The roots attach

The leaves are flat
the plant to its
parts of the plant
growing place.
that make food
They take up
through
water and
photosynthesis.
nutrients.
The flowers carry
The fruits develop
a plant’s seeds.
from flowers and
They are usually
carry the plant’s
bright, but not all
seeds. Not all
plants have
plants bear fruit.
flowers.
________________ ________________
________________ ________________
________________ ________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Flower
The flower carries

the seeds of a
plant. It is often
brightly colored.
flower flower
Supplies
What to do:
Needed:
1. "Parts of a Flower" Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Flower" poster.
poster, printed, Read and discuss the different parts of the flower while pointing to each one. Ask
laminated and hung at your child(ren) to repeat the parts of the flower aloud.
the child's eye level Activity 2 (Ages 4-6): Present the flower and scissors to your child(ren). Say to your
(page 1 of attached child(ren): "A great way to learn about the parts of a flower is to dissect one.
documents) Dissecting means to cut apart and examine closely. Let's dissect this flower together!"
2. "Parts of a Flower" cut Take it slowly. Reiterate the correct terms for each part of the flower throughout.
& paste activity, printed
(pages 2 & 3 of attached Activity 3 (Ages 4-6): Work with your child(ren) to complete the cut & paste activity.
documents) Ask your child(ren) to identify and name each part of the flower.
3. "Parts of a Flower" Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet. Ask
tracing activity, printed your child(ren) to identify and name each part of the flower.
(pages 4 & 5 of attached
documents)
4. "Color the Flower" Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
activity, printed (page 6 name the flower parts aloud while touching each one, then point to the part's name
of attached documents) below. Continue for each card. (For very young children, start with only 2 or 3 cards).
5. A whole flower Then, present the image cards one at a time and say the name of the flower part
6. Child-safe scissors aloud. Place the image card beside the corresponding control card. Finally, you can
7. Glue sticks present the label cards, one at a time, by simply reading the label and then matching
8. Three part cards to the corresponding image card. Place the label beneath the image card. Your
(control cards, image student(s) is now ready to work independently!
Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match the
definition cards, printed,
labels independently. Read each definition card to your child(ren), and ask them to
match it with the appropriate flower part. If desired, your child(ren) can illustrate and
(attached)
assemble a booklet using the blank flower three part cards and the definition cards.
9. Colored pencils
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pistil
Flower
Flower
stamen
corolla
petal
calyx
sepal
stem
Label the Flower
Cut and Paste
Label the Flower
Cut and Paste
calyx petal stamens
corolla pistil stem
sepal
pistil
Flower
Flower
stamen
corolla
petal
calyx
sepal
stem
pistil Flower
Flower
stamen
corolla
petal
calyx
sepal
stem
Color the Flower
calyx
sepal
corolla
petal
pistil
stamens
stem
flower calyx
flower calyx
petal sepal
petal sepal
corolla stamens
corolla stamens
pistil stalk
pistil stalk
The flower carries
The calyx protects
the seeds of a
the flower when it
plant. It is often
is still a bud.
brightly colored.
A petal is a piece A sepal is a piece

of the corolla. of the calyx.
The corolla is The stamens are
made up of petals the male fertilizing
and surrounds the organs. They carry
stamens or pistil. pollen.
The stalk is a thin

The pistil is the
piece of stem
female organ that
supporting the
gets fertilized.
flower.
________________ ________________
________________ ________________
________________ ________________
________________ ________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Leaf
The leaf is the part

of the plant that
produces food. It is
usually green.
leaf leaf
Supplies
What to do:
Needed:
1. "Parts of a Leaf" poster, Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Leaf" poster.
printed, laminated and Read and discuss the different parts of the leaf while pointing to each one. Ask
hung at the child's eye your child(ren) to repeat the parts of the leaf aloud.
level (page 1 of attached Activity 2 (Ages 4-6): Present the leaf and scissors to your child(ren). Say to your
documents) child(ren): "A great way to learn about the parts of a leaf is to dissect one.
2. "Parts of a Leaf" cut & Dissecting means to cut apart and examine closely. Let's dissect this leaf together!"
paste activity, printed Take it slowly. Reiterate the correct terms for each part of the leaf throughout.
documents) Activity 3 (Ages 4-6): Work with your child(ren) to complete the cut & paste activity.
3. "Parts of a Leaf" tracing Ask your child(ren) to identify and name each part of the leaf.
activity, printed (pages 4 Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
& 5 of attached Ask your child(ren) to identify and name each part of the leaf.
documents)
4. "Color the Leaf" activity,
printed (page 6 of Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
attached documents) name the leaf parts aloud while touching each one, then point to the part's name
5. A whole leaf below. Continue for each card. (For very young children, start with only 2 or 3
6. Child-safe scissors cards). Then, present the image cards one at a time and say the name of the leaf
7. Glue sticks part aloud. Place the image card beside the corresponding control card. Finally, you
8. Three part cards can present the label cards, one at a time, by simply reading the label and then
(control cards, image matching to the corresponding image card. Place the label beneath the image card.
cards & labels) PLUS Your student(s) is now ready to work independently!
Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match
the labels independently. Read each definition card to your child(ren), and ask
(attached)
them to match it with the appropriate leaf part. If desired, your child(ren) can
9. Colored pencils
illustrate and assemble a booklet using the blank leaf three part cards and the
definition cards.
WWW.MULTISORI.COM
Leaf
margin
Leaf apex
blade
midrib side veins
petiole
Label the Leaf
Cut and Paste
Label the Leaf
Cut and Paste
apex margin petiole
blade midrib side veins

Leaf
margin
Leaf apex
blade
midrib side veins
petiole
Leaf
margin
Leaf apex
blade
midrib side veins
petiole
Color the Leaf
apex
blade
margin
midrib
petiole
side veins
leaf apex
leaf apex
blade margin
blade margin
midrib side veins
midrib side veins

The leaf is the part
of the plant that
produces food. It is
usually green.
petiole
The apex is the

end point of the
leaf.
petiole
The blade is the
The margin is the
broad part of the
edge of the leaf.
leaf.
The midrib
The side veins are
is the large,
smaller veins
strengthened vein
towards the sides
in the middle of the
of the leaf.
leaf.
The petiole is the
stalk attaching the
leaf to the stem.
Not all leaves have
petioles.
________________ ________________
________________ ________________
________________ ________________
________________
SCIENCE Ages 4-6
Introduction to Botany: Leaf Shapes Poster
Supplies
What To Do:
Needed:
1. "Leaf Shapes" poster, printed, Invite your child to look at the "Leaf Shapes"
laminated and hung at the poster. Read and discuss the at an age-
child's eye level (attached) appropriate level. Re-read as desired.
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Leaf Shapes
Elliptic leaves are shaped like an ellipse.

Linear leaves are long and slender leaves.
Oblong leaves are rounded at each end with parallel sides.
Ovate leaves are egg-shaped with a broader end at it's base.
Obovate leaves are are egg-shaped with a narrower end at it's
base.
SCIENCE: Ages 4-6
CONTRIBUTED BY ONE TREE MONTESSORI
Introduction to Botany: Leaf Shape Sorting
Connect with Laura

Connor of One Tree
Montessori:
Instagram
Facebook
Supplies
What To Do:
Needed: Say, "Today, we are going to sort leaves based on shape." For younger
1. "Leaf Shapes" children, start with only 2 or 3 leaf shapes, then work your way up to all 5
sorting word leaf shapes. For older children, you may choose between 4 and 5 shapes to
and leaf cards, start. Slowly and deliberately, place each of the leaf shape sorting word
printed, cards at the top of the workspace, as shown:
laminated &
elliptic ovate obovate oblong linear
trimmed
(attached) Point to each word card and read aloud the name of the leaf shapes. Explain
that the object cards should be placed underneath the correct shape label.
For younger learners, start with a small number of object cards and work
your way up to more over time. Model picking up, naming and placing one of
the sorting cards appropriately. Invite your child(ren) to continue
independently. For younger learners, start with a small number of cards and
work your way up to more over time. When complete, work with your child
to use the colored borders to check their work.
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2020
Leaf Shape Sorting Cards
BIOLOGY
BE A #ONETREELEGEND
LAURA CALLARD
Table of Contents Copyright Information
Copyright 2 Congratulations on purchasing this resource! You may use it
for personal or classroom purposes. It is possible to buy extra
Instructions 2
licenses.
Discussion Cards 3
Cursive Labels 9 The copyright belongs solely to the author of this resource.
Media and info from the public domain have been
Category Headers 11
acknowledged for your reference.
Box Label 11
Booklet 12 Feel free to link to this resource on my shop or refer others
to my website. If this is a free resource, you may share your
adaptations for free as long as you link back to the original.
Do NOT share the original.
Instructions
How to Make
1. Print relevant pages on cardstock.
2. Cut along the black lines. Fold along the grey ones and glue those back to back.
a. If you want the cursive labels, glue to them centre on the back of the cards.
b. For younger children, leave labels attached to images. For older ones, separate.
c. The booklet should come out so that it binds on the left. The images, when the booklet is open, will be on the
left page with the text on the right.
3. I suggest laminating for more durability. Bind the booklet along the left edge.
4. Find a container that fits the cards (photo boxes usually work very well) and use the included cover page to indicate
the contents.
How to Use
Check out this post on my website: https://www.onetreemontessori.com/vocabulary-cards
One Tree Montessori Pedagogical Systems CC ©2014-now Educational or personal use.

elliptic elliptic
ovate ovate
obovate obovate
oblong oblong
linear by One Tree Montessori linear

leaf shape
sorting

SCIENCE Ages 4-6
Introduction to Botany: Leaf Shape Wrap-Up

(Alternative to the botany cabinet)
elliptic elliptic
Supplies
What To Do:
Needed:
Activity 1 (Ages 4-6): Place the control cards at the top of the workspace.
1. "Leaf Shapes" 3
Slowly, name the leaf shapes aloud while touching each one, then point
part cards, printed,
to the leaf shap's name below. Continue for each card. (For very young
laminated &
children, start with only 2 or 3 cards). Then, present the image cards one
trimmed
(attached) at a time and say the name of the leaf shape aloud. Place the image card
2. "Leaf Shapes" beside the corresponding control card. Finally, you can present the label
handwriting cards, one at a time, by simply reading the label and then matching to
worksheets, printed the corresponding image card. Place the label beneath the image card.
(one set per child, Your student(s) is now ready to work independently!
attached)
Activity 2 (Ages 5-6): If desired, invite your child(ren) to trace and write
3. "Leaf Shapes"
the various leaf shape words on the attached handwriting worksheets.
Connect the Dots
worksheets, printed Activity 3 (Ages 4-6): Work with your child(ren) to complete the leaf shape
(one set per child, connect the dots printables. For children ages 5-6, ask your child(ren) to
attached) write the name of the leaf shape in the blank at the bottom of each page.
4. Pencils Allow your child(ren) to reference the previous handwriting work as
needed.
WWW.MULTISORI.COM
elliptic ovate
elliptic ovate
obovate oblong
obovate oblong
linear
linear
There are five leaf shapes: elliptic, linear, oblong, ovate & obovate.
elliptic
elliptic
linear
linear
oblong
oblong
ovate
ovate
obovate
obovate
Leaf Shape Connect the Dots
Connect the dots and determine what shape is created.
1
2
16
3
15
14 4
5
13
6
12
11 8
10
9
What leaf shape did you make? ____________________

1
4
14 2
13 3
12 4
11 5
10
6
9 7

12 2
11 3
10
4
9
5
8
6
7

1
2
14
3
13
4
12
11
5
6
10
7
9
8

SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Tree
A tree is a high
woody plant with
branches away
from the ground.
tree tree
Supplies
What to do:
Needed:
1. "Parts of a Tree" poster, Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Tree" poster.
printed, laminated and Read and discuss the different parts of the tree while pointing to each one. Ask
hung at the child's eye your child(ren) to repeat the parts of the tree aloud.
level (page 1 of attached
Activity 2 (Ages 4-6): Work with your child(ren) to complete the cut & paste activity.
documents)
Ask your child(ren) to identify and name each part of the tree.
2. "Parts of a Tree" cut &
paste activity, printed Activity 3 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
(pages 2 & 3 of attached Ask your child(ren) to identify and name each part of the tree.
documents) Activity 4 (Ages 4-6): Work with your child(ren) to complete the coloring activity.
3. "Parts of a Tree" tracing
activity, printed (pages 4 Activity 5 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
& 5 of attached name the tree parts aloud while touching each one, then point to the part's name
documents) below. Continue for each card. (For very young children, start with only 2 or 3
4. "Color the Tree" activity, cards). Then, present the image cards one at a time and say the name of the tree
printed (page 6 of part aloud. Place the image card beside the corresponding control card. Finally,
attached documents) you can present the label cards, one at a time, by simply reading the label and
5. Child-safe scissors then matching to the corresponding image card. Place the label beneath the
6. Glue sticks image card. Your student(s) is now ready to work independently!
7. Three part cards Activity 6 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match
(control cards, image
them to match it with the appropriate leaf part. If desired, your child(ren) can
illustrate and assemble a booklet using the blank tree three part cards and the
definition cards.
(attached)
8. Colored pencils
WWW.MULTISORI.COM
Tree
Tree crown
trunk
branches
roots
Label the Tree
Cut and Paste
Label the Tree
Cut and Paste
branches crown trunk
roots
Tree
Tree crown
trunk
branches
roots
Tree
Tree crown
trunk
branches
roots
Color the Tree
branches crown trunk roots

tree crown
tree crown
trunk branches
trunk branches
A tree is a high
woody plant with
branches away
from the ground.
roots
The crown is the

upper branching
of a tree. It
includes the leaves.
roots
The branches
grow out from the
The trunk is the
trunk. Together
main woody stem
with twigs and
of the tree.
leaves, they form
the crown.
The roots attach

the tree to its
growing spot.
They absorb
nutrients and
water.
________________ ________________
________________ ________________
________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Fruit
The fruit is the

fleshy or woody
part of a plant
that contains the
seeds.
fruit fruit
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Fruit" poster.
1. "Parts of a Fruit" poster, Read and discuss the different parts of the fruit while pointing to each one. Ask
printed, laminated and your child(ren) to repeat the parts of the fruit aloud.
Activity 2 (Ages 4-6): Present the fruit and scissors to your child(ren). Say to your
child(ren): "A great way to learn about the parts of a fruit is to dissect one.
documents)
Dissecting means to cut apart and examine closely. Let's dissect this fruit together!"
2. "Parts of a Fruit" cut &
Take it slowly. Reiterate the correct terms for each part of the fruit throughout.
paste activity, printed
(pages 2 & 3 of attached Activity 3 (Ages 4-6): Work with your child(ren) to complete the cut & paste activity.
documents) Ask your child(ren) to identify and name each part of the fruit.
3. "Parts of a Fruit" tracing
Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
activity, printed (pages 4
Ask your child(ren) to identify and name each part of the fruit.
& 5 of attached
documents) Activity 5 (Ages 4-6): Work with your child(ren) to complete the coloring activity.
4. "Color the Fruit" activity, Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
printed (page 6 of name the fruit parts aloud while touching each one, then point to the part's name
attached documents) below. Continue for each card. (For very young children, start with only 2 or 3
5. A whole fruit
cards). Then, present the image cards one at a time and say the name of the fruit
6. Child-safe scissors
part aloud. Place the image card beside the corresponding control card. Finally, you
7. Glue sticks
8. Three part cards
matching to the corresponding image card. Place the label beneath the image card.
Your student(s) is now ready to work independently!
definition cards, printed, Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match
laminated and trimmed the labels independently. Read each definition card to your child(ren), and ask
(attached) them to match it with the appropriate fruit part. If desired, your child(ren) can
9. Colored pencils illustrate and assemble a booklet using the blank fruit three part cards and the
definition cards.
WWW.MULTISORI.COM
Fruit
Fruit
pericarp
stalk
seeds
Label the Fruit
Cut and Paste
Label the Fruit
Cut and Paste
pericarp seeds stalk

Fruit
Fruit
pericarp
stalk
seeds
Fruit
Fruit
pericarp
stalk
seeds
Color the Fruit
pericap seeds stalk

fruit pericarp
fruit pericarp
seeds stalk
seeds stalk
A fruit is the fleshy
The seeds are
or woody part of a
what develops into
plant that contains
the new plant.
the seeds.
The pericarp is
formed from the The stalk is a thin
wall of the ovary. piece of stem that
It surrounds the supports the fruit.
seeds.
________________ ________________
________________ ________________
________________ ________________
________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Stem
The stem is the

main body of a
plant.
stem stem
Supplies
What to do:
Needed:
1. "Parts of a Stem" Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Stem" poster.
poster, printed, Read and discuss the different parts of the stem while pointing to each one. Ask
laminated and hung at your child(ren) to repeat the parts of the stem aloud.
the child's eye level Activity 2 (Ages 4-6): Present the stem and scissors to your child(ren). Say to your
(page 1 of attached child(ren): "A great way to learn about the parts of a stem is to dissect one.
documents) Dissecting means to cut apart and examine closely. Let's dissect this stem
2. "Parts of a Stem" cut & together!" Take it slowly. Reiterate the correct terms for each part of the stem
paste activity, printed throughout.
3. "Parts of a Stem" Ask your child(ren) to identify and name each part of the stem.
tracing activity, printed Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
(pages 4 & 5 of attached Ask your child(ren) to identify and name each part of the stem.
documents)
4. "Color the Stem"
activity, printed (page 6 Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
of attached documents) name the stem parts aloud while touching each one, then point to the part's name
5. A whole stem below. Continue for each card. (For very young children, start with only 2 or 3
6. Child-safe scissors cards). Then, present the image cards one at a time and say the name of the stem
Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match the
labels independently. Read each definition card to your child(ren), and ask them to
(attached)
match it with the appropriate stem part. If desired, your child(ren) can illustrate and
9. Colored pencils
assemble a booklet using the blank stem three part cards and the definition cards.
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Stem
Stem
terminal bud
axil
lateral buds
internodes nodes
Label the Stem
Cut and Paste
Label the Stem
Cut and Paste
axil lateral buds nodes
internodes terminal bud

Stem
Stem
terminal bud
axil lateral buds
internodes nodes
Stem
Stem
terminal bud
axil lateral buds
internodes nodes
Color the Stem
axil
internodes
lateral buds
nodes
terminal bud
stem terminal bud
stem terminal bud

lateral buds axil
lateral buds axil

nodes internodes
nodes internodes
The terminal bud is
A stem is the main an undeveloped
body of a plant. shoot at the end of
the stem.
The axil is the

The lateral buds upper angle
are undeveloped between a leaf’s
shoots in the axil. petiole and the
stem.
The nodes are The internodes are
the parts of the the parts of the
stem from which stem between the
leaves grow. nodes.
________________ ________________
________________ ________________
________________ ________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Root
The root attaches

the plant to its
growing spot. It
absorbs nutrients
and water.
root root
Supplies
What to do:
Needed:
1. "Parts of a Root" poster, Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Root" poster.
printed, laminated and Read and discuss the different parts of the root while pointing to each one. Ask
hung at the child's eye your child(ren) to repeat the parts of the root aloud.
level (page 1 of attached Activity 2 (Ages 4-6): Present the root and scissors to your child(ren). Say to your
documents) child(ren): "A great way to learn about the parts of a root is to dissect one.
2. "Parts of a Root" cut & Dissecting means to cut apart and examine closely. Let's dissect this root together!"
paste activity, printed Take it slowly. Reiterate the correct terms for each part of the root throughout.
3. "Parts of a Root" tracing Ask your child(ren) to identify and name each part of the root.
activity, printed (pages 4 Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
& 5 of attached Ask your child(ren) to identify and name each part of the root.
documents)
4. "Color the Root" activity,
printed (page 6 of Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
attached documents) name the root parts aloud while touching each one, then point to the part's name
5. A whole root below. Continue for each card. (For very young children, start with only 2 or 3
6. Child-safe scissors cards). Then, present the image cards one at a time and say the name of the root
Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match
(attached)
them to match it with the appropriate root part. If desired, your child(ren) can
9. Colored pencils
illustrate and assemble a booklet using the blank root three part cards and the
definition cards.
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Root
Root
primary root
secondary
roots root hairs
root caps
Label the Root
Cut and Paste
Label the Stem
Cut and Paste
primary root root caps secondary

roots
root hairs
Root
Root
primary
root
secondary
roots root hairs
root caps
Root
Root
primary
root
secondary
roots root hairs
root caps
Color the Roots
primary root
root caps
root hairs
secondary
roots
root primary root
root primary root

secondary roots root hairs
secondary roots root hairs

The root attaches
the plant to its
growing spot.
It absorbs nutrients
and water.
root caps
The primary root is

the main root. It
grew first from the
seed.
root caps
The root hairs
grow from the
The secondary
outer layer of the
roots are smaller
root to absorb
roots that grow off
nutrients.
the primary root.
They are
microscopic.
The root caps are

at the end of the
roots. They are
tiny parts that tell
the root where to
grow to.
________________ ________________
________________ ________________
________________
SCIENCE Ages 3 - 6
Introduction to Botany: Parts of Seed
A seed is the
reproductive unit
of a plant. It can
develop into
another of the
seed seed same plant.
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Parts of a Seed" poster.
1. "Parts of a Seed" poster, Read and discuss the different parts of the seed while pointing to each one. Ask
printed, laminated and your child(ren) to repeat the parts of the seed aloud.
Activity 2 (Ages 4-6): Present the seed and scissors to your child(ren). Say to your
child(ren): "A great way to learn about the parts of a seed is to dissect one.
documents)
Dissecting means to cut apart and examine closely. Let's dissect this seed
2. "Parts of a Seed" cut &
together!" Take it slowly. Reiterate the correct terms for each part of the seed
paste activity, printed
(pages 2 & 3 of attached throughout.
3. "Parts of a Seed" Ask your child(ren) to identify and name each part of the seed.
tracing activity, printed
Activity 4 (Ages 5-6): Work with your child(ren) to complete the tracing worksheet.
Ask your child(ren) to identify and name each part of the seed.
documents)
4. "Color the Seed" Activity 5 (Ages 4-6): Work with your child(ren) to complete the coloring activity.
activity, printed (page 6 Activity 6 (Ages 4-6): Place the control cards at the top of the workspace. Slowly,
of attached documents) name the seed parts aloud while touching each one, then point to the part's name
5. A whole seed
below. Continue for each card. (For very young children, start with only 2 or 3
6. Child-safe scissors
cards). Then, present the image cards one at a time and say the name of the seed
7. Glue sticks
part aloud. Place the image card beside the corresponding control card. Finally, you
8. Three part cards
matching to the corresponding image card. Place the label beneath the image card.
Your student(s) is now ready to work independently!
laminated and trimmed Activity 7 (Ages 5-6): Lay out the picture cards only. Ask your student(s) to match the
(attached) labels independently. Read each definition card to your child(ren), and ask them to
9. Colored pencils match it with the appropriate seed part. If desired, your child(ren) can illustrate and
assemble a booklet using the blank seed three part cards and the definition cards.
WWW.MULTISORI.COM
Seed
plumule
Seed
epicotyl
hypocotyl
cotyledon
radicle
micropyle
testa
Label the Seed
Cut and Paste
Label the Seed
Cut and Paste
cotyledon hypocotyl radicle
epicotyl micropyle testa
plumule
Seed
Seed
plumule
epicotyl
hypocotyl
cotyledon
radicle
micropyle
testa
Seed
Seed
plumule
epicotyl
cotyledon hypocotyl
radicle
micropyle
testa
Color the Seed
cotyledon
epicotyl
hypocotyl
micropyle
plumule
radicle
testa
seed testa
seed testa
cotyledon epicotyl
cotyledon epicotyl
hypocotyl radicle
hypocotyl radicle
micropyle plumule
micropyle plumule
A seed is the
reproductive unit
The testa is the
of a plant.
protective seed
It can develop into
coat.
another of the
same plant.
The cotyledon is
an embryonic leaf. The epicotyl is the
In some seeds, it region of the stem
absorbs nutrients above the
from the cotyledon.
endosperm.
The hypotoyl is the
region of the stem The radicle
below the develops into the
cotyledons and primary root.
above the root.
The micropyle is a
small pore, left The plumule
over from the develops into the
pollen tube of the shoot.
ovule.
________________ ________________
________________ ________________
________________ ________________
________________ ________________
SCIENCE Ages 3-6
Introduction to Botany:
Introduction to Life Cycles
Supplies
What to do:
Needed:
1. "Introduction to Life Invite your child(ren) to
Cycles" mini-book, read the "Introduction to
printed, laminated & Life Cycles" mini-book. Re-
trimmed (attached) read as desired.
WWW.MULTISORI.COM
All About Life Cycles
why Multisori provides this book to supplement your child(ren)'s
introduction to life cycles - to give your students a wide variety
of sensorial ways to learn. This process helps children build self-
The term "life cycle" refers to all of the stages a living thing
goes through during its life. You can think of the stages of a
life cycle as special times for change and growth. All living
1 things go through stages of development.
Sometimes, the process of change through a living thing's

life cycle is slow, and the changes are gradual. Humans are
a great example of this! The change from a baby to a child,
and then from a child to an adult is slow and continuous,
2 taking several decades.
egg
Butterfly
Life Cycle
butterfly caterpillar
chrysalis
(pupa)
In other cases, life cycles move quickly, and changes

happen fast. Insects like butterflies, for example, begin as
an egg, then hatch as caterpillars, then become pupas, and
3 finally emerge as butterflies in just a few weeks!
egg
Frog
Life Cycle
frog tadpole
froglet
Regardless of whether the changes happen slowly or

quickly, all living things go through periods of growth and
change. Amphibians, such as frogs, go from egg to tadpole
4 to froglet to adult frog.
eggs
Sea Turtle
Life Cycle
adult turtle hatchling
juvenile
Sea turtles are reptiles. They begin life as an egg, hatch as

a hatchling, grow into a juvenile and finally become an adult
sea turtle. It takes 20-30 years for a sea turtle to become a
5 full grown adult.
seed
Bean Plant
Life Cycle
plant germination
seedling
Life cycles aren't just for animals. Plants are also living things
that go through stages of development. For example, a bean
plant begins as a seed, goes through germination to become a
seedling, and later becomes a plant. This process takes about
6 one year, but it's only active from late Spring to early Fall.
SCIENCE Ages 3-6
Introduction to Botany:
Life Cycle of a Bean Plant
Supplies
What to do:
Needed:
Activity 1 (Ages 3-6): Invite your child(ren) to
1. Two "Bean Plant" posters, printed,
look at the "Bean Plant" and "Bean Plant Life
laminated and hung at the child's
Cycle" posters. Read and discuss the different
eye level (pages 1-2 of the attached
documents) stages of the life cycle.
2. Two-page "Bean Plant Life Cycle" Activity 2 (Ages 4-6): Invite your student(s) to
cut and paste activity, printed complete the cut & paste worksheet
(pages 3-4 of the attached (reference the life cycle poster as needed).
documents)
3. Child safe scissors Extension Activity (Ages 3-6): (OPTIONAL) Grow
4. Glue sticks a bean plant in a CD case to see its growth
5. OPTIONAL: CD case & bean plant clearly, day by day. Make a record if desired.
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Bean Plant
Bean Plant
seed
Bean Plant
Life Cycle
plant germination
seedling
Cut and Paste
seed
Bean Plant
Life Cycle
plant germination
seedling
Cut and Paste
Bean Plant
Life Cycle
Science
PART 10
Introduction to Zoology
www.multisori.com
Geography
SCIENCE Ages 4-6
Introduction to Zoology:
Examining External Parts of Animals: A Trout is a Fish
Supplies
What to do:
Needed:
Activity 1 (Ages 4-6): Invite your child(ren) to look at
1. "Trout" external body part poster,
the "Trout" poster. Point to each external body part
printed, laminated and hung at the
as you name it aloud. Ask your child(ren) to repeat
child's eye level (page 1 of the
attached documents). the names of each body part.
2. "Trout" cut and paste worksheets, Activity 2 (Ages 4-6): Invite your student(s) to
printed (pages 2-3 of the attached complete the cut & paste worksheet (reference the
documents) "Trout" poster as needed).
Activity 3 (Ages 5-6): Invite your child(ren) to trace
4. Glue sticks
the words for the body parts of the trout (choose
5. Handwriting activity page of your
from either print or cursive).
choice, printed (pick one from pages
4 and 5 of the attached documents) Activity 4 (Ages 5-6): Using the last page of the trout
6. Pencils documents, invite your child(ren) to read the
7. Reading and handwriting activity sentence, "A trout is a fish." Then, invite your
worksheet, printed (page 6 of the child(ren) to trace the word "fish" in print, cursive or
attached documents) both.
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Trout
dorsal fin Trout
head caudal fin
anal fin
gills pelvic fin
pectoral fin
Label the Trout
Cut and Paste
Label the Trout
Cut and Paste
anal fin dorsal fin pectoral fins
caudal fins gills pelvic fin
head
Trout
dorsal fin Trout
head caudal fin
gills pelvic fin anal fin

pectoral fin
Trout
dorsal fin Trout
head caudal fin
gills pelvic fin anal fin

pectoral fin
A trout is a fish.
A trout is a fish.
fish
fish
SCIENCE Ages 4 - 6
Examining External Parts of Animals: A Sea Turtle is a Reptile
Supplies
What to do:
Needed:
1. "Sea Turtle" external body part
poster, printed, laminated and hung the "Sea Turtle" poster. Point to each external body
at the child's eye level (page 1 of the part as you name it aloud. Ask your child(ren) to
attached documents). repeat the names of each body part.
2. "Sea Turtle" cut and paste Activity 2 (Ages 4-6): Invite your student(s) to
worksheets, printed (pages 2-3 of the complete the cut & paste worksheet (reference the
attached documents) "Sea Turtle" poster as needed).
4. Glue sticks
5. Handwriting activity page of your the words for the body parts of the sea turtle
choice, printed (pick one from pages (choose from either print or cursive).
4 and 5 of the attached documents) Activity 4 (Ages 5-6): Using the last page of the sea
6. Pencils turtle documents, invite your child(ren) to read the
7. Reading and handwriting activity sentence, "A sea turtle is a reptile." Then, invite
worksheet, printed (page 6 of the your child(ren) to trace the word "reptile" in print,
attached documents) cursive or both.
WWW.MULTISORI.COM
Sea Turtle
head
Sea Turtle carapace
tail
plastron front flippers

hind flippers
Label the Sea Turtle
Cut and Paste
Label the Sea Turtle
Cut and Paste
carapace head plastron
front flippers hind flippers tail

Sea Turtle
head
Sea Turtle carapace
tail

hind flippers
Sea Turtle
head
Sea Turtle carapace
tail

hind flippers
A sea turtle is a reptile.
A sea turtle is a reptile.
reptile
reptile
SCIENCE Ages 4-6
Examining External Parts of Animals: A Frog is an Amphibian
Supplies
What to do:
Needed:
1. "Frog" external body part poster,
the "Frog" poster. Point to each external body part
as you name it aloud. Ask your child(ren) to repeat
child's eye level (page 1 of the
attached documents). the names of each body part.
2. "Frog" cut and paste worksheets, Activity 2 (Ages 4-6): Invite your student(s) to
documents) frog poster as needed).
4. Glue sticks
the words for the body parts of the frog (choose
from either print or cursive).
4 and 5 of the attached documents) Activity 4 (Ages 5-6): Using the last page of the frog
7. Reading and handwriting activity sentence, "A frog is an amphibian." Then, invite
worksheet, printed (page 6 of the your child(ren) to trace the word amphibian in
attached documents) print, cursive or both.
WWW.MULTISORI.COM
Frog
head
eyes
Frog torso nostrils
dorsolateral
folds
mouth
typanum
forelegs
hind legs
feet
Label the Frog
Cut and Paste
Label the Frog
Cut and Paste
dorsolateral
folds
forelegs nostrils
eyes head torso
feet hind legs typanum
mouth
head
Frog eyes
Frog torso nostrils
dorsolateral
folds
mouth
typanum
forelegs
hind legs
feet
head
Frog eyes
Frog torso nostrils
dorsolateral
folds
mouth
typanum
forelegs
hind legs
feet
A frog is an amphibian.
A frog is an amphibian.
amphibian
amphibian
SCIENCE Ages 4-6
Examining External Parts of Animals: A Cat is a Mammal
Supplies
What to do:
Needed:
1. "Cat" external body part poster,
the "Cat" poster. Point to each external body part as
child's eye level (page 1 of the you name it aloud. Ask your child(ren) to repeat the
attached documents). names of each body part.
2. "Cat" cut and paste worksheets, Activity 2 (Ages 4-6): Invite your student(s) to
documents) "Cat" poster as needed).
4. Glue sticks
the words for the body parts of the cat (choose
choice, printed (pick one from pages from either print or cursive).
4 and 5 of the attached documents) Activity 4 (Ages 5-6): Using the last page of the cat
7. Reading and handwriting activity sentence, "A cat is a mammal." Then, invite your
worksheet, printed (page 6 of the child(ren) to trace the word mammal in print,
attached documents) cursive or both.
WWW.MULTISORI.COM
ears Cat
Cat
whiskers
mouth
tail
claws legs paws

Label the Cat
Cut and Paste
Label the Cat
Cut and Paste
claws legs tail
ears mouth whiskers
paws
ears Cat
Cat
whiskers
mouth
tail
claws legs paws

ears Cat
Cat
whiskers
mouth
tail
claws legs paws

A cat is a mammal.
A cat is a mammal.
mammal
mammal
SCIENCE Ages 4-6
Examining External Parts of Animals: A European Golfinch is a Bird
Supplies
What to do:
Needed:
1. "European Goldfinch" external body
the "European Goldfinch" poster. Point to each
part poster, printed, laminated and
external body part as you name it aloud. Ask your
hung at the child's eye level (page 1
of the attached documents). child(ren) to repeat the names of each body part.
2. "European Goldfinch" cut and paste Activity 2 (Ages 4-6): Invite your student(s) to
worksheets, printed (pages 2-3 of the complete the cut & paste worksheet (reference the
attached documents) "European Goldfinch" poster as needed).
4. Glue sticks
the words for the body parts of the European
Goldfinch (choose from either print or cursive).
4 and 5 of the attached documents) Activity 4 (Ages 5-6): Using the last page of the
6. Pencils European Goldfinch documents, invite your
7. Reading and handwriting activity child(ren) to read the sentence, "A European
worksheet, printed (page 6 of the Goldfinch is a bird." Then, invite your child(ren) to
attached documents) trace the word bird in print, cursive or both.
WWW.MULTISORI.COM
European Goldfinch
eyes head
European Goldfinch
wings
beak
breast
tail
feet
Label the
European Goldfinch
Cut and Paste
Label the European Goldfinch
Cut and Paste
beak eyes tail
breast feet wings
head
European Goldfinch
eyes head
European Goldfinch
wings
beak
breast
tail
feet
European Goldfinch
eyes head
European Goldfinch
wings
beak
breast
tail
feet
A European Goldfinch is a bird.
A European Goldfinch is a bird.
bird
bird
SCIENCE Ages 3-6
Introduction to Zoology: Life Cycle of a Butterfly
Supplies
What to do:
Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Butterfly" and
1. Two "Butterfly" posters, "Butterfly Life Cycle" posters. Read and discuss the different stages of
the life cycle.
hung at the child's eye level
(pages 1-2 of the attached Activity 2 (Ages 4-6): Invite your student(s) to complete the cut & paste
documents) worksheet (reference the life cycle poster as needed).
2. Two-page "Butterfly Life
Cycle" cut and paste Activity 3 (Ages 4-6): Place the control cards at the top of the
activity, printed (pages 3-4 workspace. Slowly, name each stage of the life cycle aloud while
of the attached touching each one, then point to the name below. Continue for each
documents) card. Then, present the image cards one at a time and say the name of
3. Child safe scissors each stage aloud. Place the image card beside the corresponding
4. Glue sticks control card. Finally, you can present the label cards, one at a time, by
5. Butterfly life cycle 3 part
simply reading the label and then matching to the corresponding
cards, printed, laminated
image card. Place the label beneath the image card. Your student(s) is
and trimmed (pages 5- 10
of the attached now ready to work independently!
documents) Activity 4 (Ages 5-6): Repeat Activity 3, but allow your student(s) to trace
6. Expo markers
the names of each stage of the life cycle prior to starting the activity
7. OPTIONAL: Butterfly
using expo markers. Repeat if desired.
growing kit
8. OPTIONAL: Butterfly life Extension Activity (Ages 3-6): OPTIONAL - Purchase a butterly life cycle
cycle miniatures kit, minatures and/or building garden and enjoy watching the butterfly
life cycle unfold before your family's eyes as your children work with
9. OPTIONAL: Butterfly
garden building set small objects and enjoy a STEM building activity. (Highly recommend!)
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Butterfly
Butterfly
egg
Butterfly
Life Cycle
butterfly caterpillar
chrysalis
(pupa)
Cut and Paste
Butterfly
Life Cycle
Cut and Paste
Butterfly
Life Cycle
egg egg
caterpillar caterpillar
chrysalis (pupa) chrysalis (pupa)

butterfly butterfly
egg egg
butterfly butterfly
egg egg
chrysalis_(pupa) chrysalis_(pupa)
butterfly butterfly
egg egg
butterfly butterfly
SCIENCE Ages 3-6
Introduction to Zoology: Life Cycle of a Frog
Supplies
Needed: What to do:
1. Two "Frog" posters, Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Frog" and "Frog
printed, laminated and Life Cycle" posters. Read and discuss the different stages of the life cycle.
hung at the child's eye Activity 2 (Ages 4-6): Invite your student(s) to complete the cut & paste
level (pages 1-2 of the worksheet (reference the life cycle poster as needed).
attached documents)
Activity 3 (Ages 4-6): Place the control cards at the top of the workspace.
2. Two-page "Frog Life
Slowly, name each stage of the life cycle aloud while touching each one,
Cycle" cut and paste
then point to the name below. Continue for each card. Then, present the
activity, printed
image cards one at a time and say the name of each stage aloud. Place
(pages 3-4 of the
attached documents) the image card beside the corresponding control card. Finally, you can
3. Child safe scissors present the label cards, one at a time, by simply reading the label and
4. Glue sticks then matching to the corresponding image card. Place the label beneath
5. Frog life cycle 3 part the image card. Your student(s) is now ready to work independently!
cards, printed, Activity 4 (Ages 5-6): Repeat Activity 3, but allow your student(s) to trace
laminated and the names of each stage of the life cycle prior to starting the activity
trimmed (pages 5- 10 using expo markers. Repeat if desired.
of the attached
Extension Activity (Ages 3-6): OPTIONAL - I do not recommend a frog life
documents)
cycle kit (VERY difficult and tadpoles often die). However, purchasing
6. Expo markers
7. OPTIONAL: Frog life miniatures would be a wonderful add on for small object work. Your
cycle miniatures children will enjoy matching them to the 3 part cards.
WWW.MULTISORI.COM
Frog
Frog
egg
Frog
Life Cycle
frog tadpole
froglet
Cut and Paste
Frog
Life Cycle
Cut and Paste
Frog
Life Cycle
egg egg
tadpole tadpole
froglet froglet
frog frog
egg egg
tadpole tadpole
froglet froglet
frog frog
egg egg
tadpole tadpole
froglet froglet
frog frog
egg egg
tadpole tadpole
froglet froglet
frog frog
SCIENCE Ages 3-6
Introduction to Zoology: Life Cycle of a Sea Turtle

Needed: Activity 1 (Ages 3-6): Invite your child(ren) to look at the "Sea Turtle" and
"Sea Turtle Life Cycle" posters. Read and discuss the different stages of
1. Two "Sea Turtle" posters,
printed, laminated and the life cycle.
hung at the child's eye Activity 2 (Ages 4-6): Invite your student(s) to complete the cut & paste
level (pages 1-2 of the worksheet (reference the life cycle poster as needed).
attached documents)
Activity 3 (Ages 4-6): Place the control cards at the top of the
2. Two-page "Sea Turtle
workspace. Slowly, name each stage of the life cycle aloud while
Life Cycle" cut and paste
touching each one, then point to the name below. Continue for each
activity, printed (pages 3-
card. Then, present the image cards one at a time and say the name of
4 of the attached
each stage aloud. Place the image card beside the corresponding
documents)
control card. Finally, you can present the label cards, one at a time, by
4. Glue sticks simply reading the label and then matching to the corresponding
5. Sea turtle life cycle 3 part image card. Place the label beneath the image card. Your student(s) is
cards, printed, laminated now ready to work independently!
and trimmed (pages 5- 10 Activity 4 (Ages 5-6): Repeat Activity 3, but allow your student(s) to trace
of the attached the names of each stage of the life cycle prior to starting the activity
documents) using expo markers. Repeat if desired.
6. Expo markers
Extension Activity (Ages 3-6): OPTIONAL - Purchasing miniatures would
7. OPTIONAL - Sea turtle
be a wonderful add on for small object work. Your children will enjoy
life cycle miniatures
matching them to the 3 part cards.
WWW.MULTISORI.COM
Sea Turtle
Sea Turtle
eggs
Sea Turtle
Life Cycle
juvenile
Cut and Paste
eggs
Sea Turtle
Life Cycle
juvenile
Cut and Paste
Sea Turtle
Life Cycle
egg egg
hatchling hatchling
juvenile juvenile
adult turtle adult turtle
egg egg
hatchling hatchling
juvenile juvenile

egg egg
hatchling hatchling
juvenile juvenile
egg egg
hatchling hatchling
juvenile juvenile

M3 Montessori Science by Multisori

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M3 Montessori Science by Multisori

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Making Montessori Mainstream

At Multisori, we believe that

Scope & Sequences

LET'S CONNECT ON SOCIAL

The Fine Print

The Fine Print

PREPARING THE ENVIRONMENT

Science CURRICULUM RUBRIC

Science CURRICULUM RUBRIC

5 rubric to learn about the

Science CURRICULUM RUBRIC

Why Multisori provides this material:

2 People who work in science are called scientists.

There are many types of scientific instruments. But, they all

Scientists are curious people. They spend a lot of time

Introduction to Physical Properties of Substances: Sorting

train gears car

silverware French Horn cups

rubber ducks pool float legos

Introduction to Physical Properties of Substances: Sorting

Physical Properties of Substances: Solid, Liquid & Gas

Why Multisori provides this material:

It helps fly our kite,

The truth is most liquids

This book is a solid.

Apple Soup Pencil

Juice Clouds Exhaust

Tornado Tea Book

Physical Properties of Substances: Pouring Air

Physical Properties of Substances: Exploring Mixtures

2. Use your senses to illustrate or describe the mixture.

I see.... I hear.... I feel.... I smell....

4. Illustrate the experiment.

Supplies What to do:

Why Multisori provides this material:

Fun Facts about Melting, Boiling & Freezing:

Magnets have both a north and sound pole, each of which

2. Illustrate or write down the magnetic objects that you find.

3. Was your prediction correct (circle one): YES NO

Supplies What to do:

Viscosity is the measurement of a liquid's resistance to

Physical Properties of Substances: Conservation of Volume

Volume is a measurement of the amount of space

Physical Properties of Substances: Rigidity & Elasticity

Rigidity refers to an object's inability to be bent, or lack of

Physical Properties of Substances: Review

IS AN APPLE... (circle one)

solid or liquid or gas?

IS HONEY... (circle one)

solid or liquid or gas?

high viscosity or low viscosity?

HONEY rigid or elastic?

ARE PAPERCLIPS... (circle one)

solid or liquid or gas?

IS WATER... (circle one)

solid or liquid or gas?

high viscosity or low viscosity?

IS A TOY DINOSAUR... (circle one)

solid or liquid or gas?

IS A STUFFED ANIMAL... (circle one)

solid or liquid or gas?

IS UNCOOKED PASTA... (circle one)

solid or liquid or gas?

UNCOOKED rigid or elastic?